COURSE   Or  STUD* 


FOR   THE 


COMMON  SCHOOLS 


OF 


ILLINOIS. 


Third  General  Revision,  with  Agriculture  and  Household  Arts, 
August,   1903. 


Revised  by  the  Standing  Committee  of  the  County  Superin- 
tendents' Section  of  the  State  Teachers'  Association. 


FRIOB3    35    CENTS. 


O.  M.  PARKER,  PUBLISHER, 

TAYLOHVILLE.  ILL. 

19O4. 


THE  UNIVERSITY 
OF  ILLINOIS 
LIBRARY 


375 


* 


The  person  charging  this  material  is  re- 
sponsible for  its  return  on  or  before  the 
Latest  Date  stamped  below. 


Theft,    mutilation,    and    underlining    of   books 
are   reasons   for  disciplinary  action  and   may 
result  in  dismissal  from  the  University. 

University  of  Illinois  Library 

.  2<H? 

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L161—  O-1096 

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COURSE  OF"  STUDY 


FORTHE 


COMMON  SCHOOLS 


OF 


ILLINOIS. 


Third  Genera/  Revision,  with  Agriculture  and  Household  Arts, 
August,   1903. 


Revised  by  the  Standing  Committee  of  the  County  Superin- 
tendents' Section  of  the  State  Teachers'  Association. 


FR.IOH3    35    OEISTTS. 


C.  M.  RARKER,  P 

TAYL.ORVIULK.  ILL 
1BO4. 


•^  .V  ,  V 


Copyright,  1903, 

by  the 
County  Superintendents'  Section 

of  the 
Illinois  State  Teachers'  Association. 


HISTORICAL. 


The  closer  supervision  of  the  schools  which  led  to  the  development 
of  the  present  Course  of  Study  had  its  beginning  in  Macon  County  about 
1879  or  1880,  with  John  Trainer,  County  Superintendent  of  Schools  in 
that  county.  His  work  soon  spread  into  Piatt  and  Champaign  Counties, 
and  grew  into  what  served  for  a  time  as  a  course  of  study  for  those  coun- 
ties. As  time  passed  and  the  idea  developed,  new  courses  embodying 
special  features,  appeared  in  various  counties  of  the  State. 

At  a  meeting  of  the  Central  Illinois  Teachers'  Association  at  Jack- 
sonville in  March,  1889,  the  friends  of  the  plan  discussed  the  advantages 
of  a  State  Course,  and  at  their  solicitation,  Hon.  Richard  Edwards,  Superin- 
tendent of  Public  Instruction,  issued  a  call  to  County  Superintendents  and 
other  leading  educators  of  the  State  to  meet  in  Springfield,  April  10, 
1889,  to  discuss  the  subject.  As  a  result  of{this  meeting  a  committee 
consisting  of  Geo.  R.  Shawhan,  County  Superintendent  of  Champaign 
County;  J.  A.  Miller,  County  Superintendent  of  McLean  County;  George 
W.  Oldfather,  County  Superintendent  of  Knox  County;  George  I.  Talbott, 
County  Superintendent  of  DeKalb  County;  and  J.  D.  Benedict,  County 
Superintendent  of  Vermilion  County,  was  appointed  to  compile  a  course 
of  study  for  the  State,  consisting  of  eight  years'  work,  eight  months  to 
each  year. 

This  course  was  completed  and  published  in  time  for  the  opening  of 
the  schools  in  September  of  that  year.  One  edition  was  issued  by  the 
State  Department  of  Education.  It  was  used  in  most  of  the  counties  of 
Illinois,  also  in  some  counties  in  every  state  west  of  New  Jersey  to  the 
Pacific  coast.  It  continued  in  use  until  1894. 

Joseph  H.  Freeman,  President  of  the  State  Teachers'  Association,  in 
1893,  in  his  inaugural  address  urged  the  revision  and  improvement  of 
the  State  Course  of  Study.  In  accordance  with  his  suggestions  the  follow- 
^  'ing  committee  was  appointed  by  that  body  on  December  28,  1893,  to  do 
that  work:  Hon.  Henry  Raab,  Superintendent  Public  Instruction;  George 
R.  Shawhan,  County  Superintendent  of  Champaign  County;  Henry  Fos- 
ter, County  Superintendent  of  Livingston  County;  Joseph  M.  Piper, 
County  Superintendent  of  Ogle  County,  and  A.  C.  Butler,  Principal  of 
Taylorville  Township  High  School.  This  committee  completed  its  work 
in  time  for  most  of  the  annual  institutes  of  1894,  making  the  course  con- 
form to  the  new  law  relating  to  alcohol  and  narcotics.  A  two  gears' 
Higher  Course  was  also  added  at  this  time. 

At  the  December  meeting,  1895,  the  County  Superintendents'  Section 
of  the  State  Teachers'  Association  appointed  a  standing  committee  on  the 
revision  and  improvement  of  the  State  Course  of  Study.  It  consisted  of 
the  following  members:  Hon.  S.  M.  Inglis,  Superintendent  Public  In- 
struction, and  George  R.  Shawhan,  County  Superintendent  of  Champaign 
County,  chosen  for  three  years;  Prof.  James  Kirk,  of  the  Southern  Normal 
at  Carbondale,  and  J.  M.  Piper,  County  Superintendent  of  Ogle  County, 
for  two  years;  and  E.  W.  Cavins,  of  State  Normal  University  at  Normal, 
and  W.  R.  Hatfield,  County  Superintendent  of  Pike  County,  for  one  year. 
During  the  following  year  this  committee  perfected  the  plans  and  col- 


4  HISTORICAL. 

lected  tlie  material  for  several  new  features.  At  the  December  meeting, 
1896,  the  County  Superintendents'  Section  selected  John  W.  Cook,  Presi- 
dent of  the  State  Normal  University  at  Normal,  to  fill  the  vacancy  caused 
by  the  expiration  of  the  term  of  Mr.  Gavins,  and  W.  R.  Hatfield  to  suc- 
ceed himself;  each  elected  for  a  term  of  three  years. 

In  December,  1899,  the  committee  on  resolutions  of  the  County 
Superintendents'  Section,  consisting  of  Orville  T.  Bright  of  Cook  County, 
C.  L.  Gregory  of  Mercer  County,  and  George  R.  Shawhan  of  Champaign 
County,  presented  the  following  resolution: 

Resolved,  That  the  standing  committee  on  the  State  Course  of  Study 
be  and  are  hereby  instructed  to  have  such  a  course  in  Agriculture  as  is 
feasible  prepared  and  added  to  the  State  Course. 

This  was  unanimously  adopted,  the  course  prepared  by  the  Depart- 
ment of  Agriculture  of  the  University  of  Illinois  and  included  in  the  next 
edition. 

The  standing  committee  has  been  continued  from  year  to  year,  vacan- 
cies being  filled  as  they  occurred.  It  was  enlarged  to  eleven  members 
in  1900,  and  now  consists  of  the  following  persons  whose  terms  expire  in 
December  of  the  years  indicated: 

James  Kirk,  Southern  Illinois  Normal  University,  Carbondale,  1903. 

J.  M.  Piper,  now  of  DeKalb,  Illinois,  1903. 

David  Felmley,  President  HI.  State  Normal  University,  Normal,  1903. 

L.  C.  Lord,  President  Eastern  HI.  State  Normal,  Charleston,  1903. 

John  W.  Cook,  President  Northern  HI.  State  Normal,  DeKalb,  1905. 

U.  J.  Hoffman,  County  Superintendent,  La  Salle  County,  Ottawa,  1905. 

C.  L.  Gregory,  County  Superintendent,  Mercer  County,  Aledo,  1905. 

Mrs.  Hester  M.  Smith,  County  Superintendent,  Pulaski  County, 
Mound  City,  1905. 

George  R.  Shawhan,  Champaign,  1904. 

Royal  T.  Morgan,  County  Superintendent,  DuPage  County,  Wheaton, 
1904. 

Hon.  Alfred  Bayliss,  Superintendent  of  Public  Instruction,  Spring- 
field, ex-officio,  Chairman,  1907. 

The  revision  of  this  edition  of  the  Course  has  been  edited  by  George 
R.  Shawhan,  former  County  Superintendent  of  Champaign  County,  who 
has  been  actively  identified  with  the  plan  from  its  inception. 


PREFACE. 


To  the  County  Superintendents  of  Illinois : 

The  Standing  Committee  appointed  by  you  to  revise  the  State  Course 
of  Study  herewith  lays  before  you  the  results  of  its  last  labors. 

It  has  endeavored  to  preserve  the  work  of  former  years  and  to  make 
such  additions  and  improvements  as  time  and  experience  have  shown  to 
be  necessary  and  desirable.  The  general  plan  of  the  Course  has  been 
retained. 

To  John  "W.  Cook,N.  D.  Gilbert  and  their  assistants,  of  the  Northern 
Illinois  State  Normal  School,  we  owe  the  revision  and  arrangement  of  the 
Reading;  to  President  David  Felmley,  of  the  Illinois  State  Normal  Univer- 
sity, the  Number  and  Arithmetic;  to  Miss  Chestine  Gowdy  and  Miss  Dex- 
heimer,  Language  and  Grammar;  to  E.  W.  Gavins,  the  Vertical  Writing, 
and  to  F.  W.  Westhoff,  the  Music,  all  of  the  same  institution;  to  Prof. 
James  Kirk,  of  the  Southern  Illinois  State  Normal,  United  States  History 
and  Morals  and  Manners;  to  Prof.  J.  Paul  Goode,  of  the  University  of 
Chicago,  the  Geography;  to  Joseph  M.  Piper,  of  Ogle  County,  Physiology 
and  Narcotics;  to  C.  M.  Parker,  editor  of  The  School  News,  Spelling  and 
Orthography;  to  Prof.  Eugene  Davenport,  Agriculture;  to  Miss  Isabel 
Bevier,  Household  Arts;  to  Prof.  E.  J.  Lake,  Drawing,  all  of  the  Univer- 
sity of  Illinois;  to  Prof.  Stratton  D.  Brooks,  formerly  High  School  Visitor 
University  of  Illinois,  now  of  the  Boston  High  Schools,  the  High  School 
Courses;  to  U.  J.  Hoffman,  County  Superintendent  of  La  Salle  County, 
for  Civics. 

Believing  that  the  American  common  school  is  one  of  the  most  potent 
factors  of  our  civilization  for  promoting  the  good  of  the  individual,  for 
maintaining  a  "government  by  the  people  and  for  the  people",  and  for 
building  up  and  sustaining  a  pure  and  wholesome  society,  your  commit- 
tee submits  the  revision  of  the  Course  of  Study  as  an  aid  to  the  great 
work  the  schools  are  doing  to  prepare  the  boys  and  girls  for  the  labors  of 
life,  for  good  citizenship,  and  for  being  good  men  and  women. 

ALFRED  BAYLISS,  State  Supt.  of  Public  Instruction. 

GEO.  R.  SHAWHAN,  Ex-Co.  Supt.  of  Champaign  County. 

U.  J.  HOFFMAN,  Co.  Supt.  of  LaSalle  County. 

JOSEPH  M.  PIPER,  Ex-Co.  Supt.  of  Ogle  County. 

JAMES  KIRK,  Professor  of  Pedagogy,  Southern  Normal. 

JOHN  W.  COOK,  President  Northern  State  Normal  School. 

DAVID  FELMLEY,  Pres.  Illinois  State  Normal  University. 

C.  L.  GREGORY,  Co.  Supt.  of  Mercer  County. 

L.  C.  LORD,  Pres.  Eastern  Illinois  Normal  University. 

R.  T.  MORGAN,  Co.  Supt.  of  Du  Page  County. 

MRS.  HESTER  M.  SMITH,  Co.  Supt.  of  Pulaski  County. 


TO  THE  CODKTY  SUPERINTENDENTS  OF  ILLINOIS. 


As  a  special  favor  to  the  schools,  both  to  teachers  and  pupils,  your 
committee  would  respectfully  call  your  attention  to  the  duty  of  maintain- 
ing the  Course  of  Study  in  its  entirety  as  arranged.  Small  portions  of 
the  Course  printed  separately  and  hidden  between  pages  of  advertising 
can  never  accomplish  the  purposes  intended  by  the  County  Superintend- 
ents' Section  of  the  State  Teachers'  Association  when  it  appointed  its 
committee  to  revise  and  improve  the  full  Course. 

Teachers  and  pupils  need  the  complete  work  in  order  to  see  the  rela- 
tions of  all  its  parts.  The  directions  given  for  one  year  are  often  carried 
over  or  referred  to  in  the  next,  and  not  being  repeated,  are  lost  in  all 
mutilated  editions.  As  guardians  of  the  interests  of  the  children,  may  we 
not  confidently  rely  upon  you  to  endorse  nothing  in  your  respective  coun- 
ties except  the  full  and  complete  Course  of  Study  as  arranged  by  the 
committee  working  under  your  direction. 
JAMES  KIRK,  Southern  Illinois  Nor-  JOHN  W.  COOK,  President  Northern 

mal  University.  Illinois  State  Normal. 

J.  M.  PIPER,  DeKalb,  Illinois.  C.  L.  GREGORY,  Mercer  County. 

DAVID  FELMLEY,  President  Illinois     MRS.  HESTER  M.  SMITH,  Pulaski  Co. 

State  Normal  University.  GEORGE  R.  SHAWHAN,  Champaign. 

L.  C.  LORD,  President  Eastern  Dli-     ROYAL  T.  MORGAN,  DuPage  County. 

nois  State  Normal  HON.  ALFRED  BAYLISS,  Superintend- 

U.  J.  HOFFMAN,  La  Salle  County.  ent  of  Public  Instruction. 


INTRODUCTION. 


This  Course  of  Study  is  intended  for  the  use  of  teacher  and  pupils, 
giving  them  a  definite  idea  of  the  work  required  in  each  branch  and  of 
the  best  methods  for  doing  it.  It  should  be  studied  in  the  Annual  In- 
stitutes, and  in  local  teachers'  meetings  during  the  year.  A  special  in- 
vestigation of  school  work  with  reference  to  the  adjustment  and  arrange- 
ment of  its  various  parts,  together  with  the  best  means  and  plans  for 
doing  it,  will  prove  to  be  professional  study  of  the  highest  order.  The 
teacher  who  knows  the  most  of  these  matters  and  who  most  skillfully 
adapts  them  to  his  daily  work  will  prove  to  be  the  most  successful  in  his 
calling. 

Hence  the  aim  of  this  work  is: 

FIRST. — To  furnish,  as  a  basis  for  work,  to  superintendents,  teachers, 
and  directors,  an  outline  of  the  various  branches  required  by  law  to  be 
taught  in  the  schools  of  the  State,  arranged  in  the  several  grades,  in  ac- 
cordance with  established  and  approved  methods. 

SECOND. — To  advance  the  pupil,  step  by  step,  through  his  school  life, 
giving  him  credit  for  work  done,  and  thereby  lessening  the  evil  effects  of 
a  too  frequent  change  of  teachers. 

THIRD. — To  unify  the  work  in  the  common  schools  of  the  county  by 
furnishing  the  basis  for  a  closer  and  more  effective  direction  and  super- 
vision, and  for  comparing  by  means  of  examinations,  or  written  reviews, 
the  results  in  the  different  schools. 

FOURTH. — To  enable  directors  and  parents  to  know  better  what  the 
common  schools  are  accomplishing  for  their  children  and  to  co-operate 
with  teachers  in  the  work. 

THE  PLAN. 

The  eight  grades  of  work  below  the  High  School  are  divided  into 
three  divisions,  viz.,  Primary,  Intermediate  and  Grammar  grades,  and 
are  provided  for  as  follows: 

PRIMARY  GRADES. — The  Primary  Grades  include  the  first  and  second 
years,  and  present  the  work  of  the  chart,  first,  and  second  readers,  also 
oral  instruction  in  language  and  number,  physiology,  hygiene  and  nar- 
cotics and  the  simple  drawing  found  in  charts  and  readers. 

INTERMEDIATE  GRADES. — These  include  the  third,  fourth,  fifth,  and 
sixth  years,  and  present  work  in  the  elements  of  the  various  subjects  of 
study.  Elementary  texts  are  taken  up  in  language  and  grammar,  arith- 


8  INTRODUCTION, 

v<^ 
metic,  geography,  history,  and  physiology  and  narcotics,  which  serve  as 

an  introduction  to  each  of  these  branches  and  to  acquaint  the  child  with 
a  part  of  the  technical  language  belonging  to  each. 

GRAMMAR  GRADES. — These  include  the  seventh  and  eighth  years  and 
complete  the  advanced  or  common  school  texts  in  arithmetic,  grammar, 
geography,  history,  physiology  and  narcotics. 

Q-ENERAL  EXERCISES. — Spelling,  writing,  music,  drawing,  and  morals 
and  manners,  are  to  be  included  from  the  chart  through  the  entire  course. 
Observation  and  experimental  work  in  agriculture  and  household  arts 
has  been  prepared  for  all  grades  above  the  primary. 

HIGH  SCHOOL  COURSES. — To  aid  pupils  in  the  smaller  schools  to  se- 
cure a  good  High  School  education,  High  School  Courses  of  four  years  have 
been  provided  in  which  the  first  and  second  years  can  be  alternated  and 
also  the  third  and  fourth.  By  this  device  every  graded  school  of  four 
rooms  and  having  but  one  teacher  in  the  High  School  can  give  to  all  its 
pupils  a  good  High  School  education,  thus  fitting  them  for  college  if  they 
desire  it,  and  every  graded  school  of  two  or  three  rooms  can  carry  the 
first  two  years'  work.  A  higher  course  has  also  been  added  for  the  same 
purpose. 

THE  SCHOOL  LIBRARY. 

In  order  to  do  the  best  work  with  this  Course  of  Study,  libraries  for 
reading  and  reference  are  essential.  Unless  pupils  have  the  power  of 
easy  and  rapid  reading,  progress  is  necessarily  slow.  When  the  pupil 
enters  the  grammar  grades  he  should  be  able  to  read  and  understand  the 
language  used  in  the  common  text-books.  To  attain  this  power  he  must 
read  thoughtfully  many  books  while  in  the  primary  and  intermediate 
grades.  To  serve  as  a  guide  to  teachers  on  this  point,  lists  of  suitable 
books  are  given  throughout  the  course  on  reading.  Books  of  reference 
are  of  little  value  to  a  poor  reader,  but  to  a  good  reader  all  knowledge  is 
accessible.  For  these  reasons  a  library  selected  to  give  pleasure  to  the 
child  as  well  as  profit  should  be  in  every  school. 

INDIVIDUALITY  OF  THE  TEACHER. 

In  preparing  the  outline,  great  care  has  been  taken  not  to  encroach 
upon  the  individuality  of  the  teacher,  for  that  is  invaluable.  Except  in 
the  most  primary  work,  the  course  states  what  should  be  taught;  *o  the 
individuality  of  the  teacher  is  left  the  how  to  teach  the  subject.  He 
should  remember  that  he  is  at  liberty  to  use  any  or  all  methods  at  his 
command.  The  only  requirement  is  that  he  do  the  work  well. 

ALTERNATION  OF  WORK. 

Country  and  village  schools  have  practiced  combining  classes,  to 
reduce  the  number  of  recitations,  ever  since  they  have  been  in  existence. 
It  is  a  necessity  and  must  be  done,  or  a  large  part  of  the  common  school 
curriculum  must  be  abandoned.  Alternation  is  the  systematic  and  regu- 
lar union  of  two  grades  of  pupils  on  consecutive  years  of  work,  both 
grades  doing  the  work  of  one  year  in  one  class,  while  the  other  year's 
work  is  entirely  omitted.  The  next  year,  the  work  omitted  is  taken  up 


INTRODUCTION.  9 

and  the  first  year's  work  dropped.  By  this  plan  each  pupil  does  all  the 
work  of  the  course,  but  not  in  the  same  order,  while  the  number  of  classes 
is  diminished.  This  principle  has  now  been  fully  extended  to  the  courses 
for  one,  two  and  three  teacher  High  Schools.  It  has  been  carefully  tested 
for  two  full  years  in  the  schools  of  Champaign  County  and  has  proved  a 
great  success.  By  its  use  one  teacher  can  give  a  good  four  years'  High 
School  Course,  every  pupil  doing  all  the  work.  A  fair  amount  of  labora- 
tory work  can  be  given  also,  if  there  are  facilities  for  it. 

ALTERNATION  IN  SEVENTH  AND  EIGHTH  YEARS. — To  illustrate,  consider 
the  seventh  and  eighth  year's  work,  as  given  below,  with  sixteen  recita- 
tions, if  the  Course  is  to  be  taken  in  order: 

SEVENTH  YEAR.  EIGHTH  YEAR. 

Reading  or  Literature.  Reading  or  Literature. 

Spelling.  (Not  same  as  Eighth  Year.)     Spelling.  (Not  repetition  of  Seventh 

Year.) 

Arithmetic.  (Business.)  Arithmetic.  (Mensuration.) 

Grammar.  (Sentence  analysis..)  Grammar.  (Classification  and  Inflec- 

tion.) 

Composition.  Composition. 

Geography.  (Mathematical,  and  the     Geography.     (Europe,  Asia,  Africa, 

continents.)  Australia  and  United  States.) 

History.  (To  Madison's  Administra-    History.      (Madison's    Administra- 
tion.) tion  to  present  time.) 
Physiology.  (Elementary.)                    Civics. 

The  work  in  each  year  is  arranged  so  as  to  be  entirely  independent 
of  the  other  year,  and  can  be  taken  first  or  second  as  the  circumstances  of 
each  pupil  require.  The  children  are  supposed  to  be  from  twelve  to  four- 
teen or  fifteen  years  old.  When  a  pupil  reaches  this  part  of  the  course 
he  will  take  that  year  to  be  taught  next,  going  into  the  class  already  or- 
ganized. Thus  in  1903-4,  pupils  reaching  the  grammar  grades  should 
take  the  eighth  year's  work  with  those  who  have  already  done  the  seventh 
year.  In  1904-5  all  pupils,  who  have  not  already  done  so,  should  take 
the  seventh  year,  while  those  who  have  taken  both  can  either  pass  on  into 
the  Higher  Course,  or  review  the  first  year  of  the  grammar  grades  again, 
as  is  deemed  best.  The  number  of  recitations  is  reduced  one  half. 

ALTERNATION  IN  HIGH  SCHOOL  COURSES. — The  first  two  years  of  the 
High  School  Courses  may  be  alternated  in  the  same  way,  and  the  third 
and  fourth.  Let  all  who  have  completed  the  common  course,  take  in 
1903-4  the  first  year  of  the  High  School  and  in  1904-5  the  second,  together 
with  the  new  pupils  reaching  the  High  School  that  year.  So,  all  who 
have  completed  two  years'  work  should  take  the  third  year  in  1903-4  and 
the  fourth  year  in  1904-5,  together  with  the  pupils  who  in  1903-4  finished 
the  first  two  years'  work.  The  second  year  algebra  and  the  plane  geome- 
try of  the  third  year  may  be  alternated  with  advantage.  The  other  math- 
ematics, Latin  and  perhaps  English,  either  can  not,  or  ought  not  to  be 
alternated. 

ALTERNATION  IN  INTERMEDIATE  GRADES. — In  the  intermediate  grades 
Alternation  can  be  used  partially.  The  fifth  and  sixth  years  can  be  alter- 


16  INTRODUCTION. 

nated  easily  in  reading,  and  spelling,  while  in  the  third  and  fourth  years 
the  language  and  spelling  have  been  prepared  with  this  in  view. 

ALTERNATION  IN  PENMANSHIP  AND  DRAWING. — In  penmanship  all  classes 
should  practice  at  the  same  time,  and  if  there  be  two  grades,  instruction 
can  be  given  one  division  while  the  other  writes  or  draws,  and  vice  versa. 
Drawing  may  be  managed  in  the  same  way,  though  drawing  and  pen- 
manship may  alternate  day  by  day  with  profit  to  both  branches. 

ALTERNATION  IN  G-RADED  SCHOOLS. — The  smaller  graded  schools  of 
two  to  six  rooms  will  find  this  system  of  alternation  of  great  benefit  in 
giving  them  more  time  by  reducing  the  number  of  recitations.  A  careful 
study  and  practice  of  alternation  for  seventeen  years  has  demonstrated  its 
usefulness  and  feasibility. 

COUNTIES  WITH  SHORT  TERMS  OF  SCHOOLS. 

Counties  in  which  the  average  term  of  school  for  the  year  is  but  six 
or  seven  months,  can  easily  adapt  this  Course  to  their  needs  by  dividing  it 
into  nine  or  ten  years'  work  of  six  or  seven  months  each.  Let  the  County 
Superintendent  in  his  circular,  or  at  the  annual  institute,  say  to  the 
teachers: 

This  year  take  the  first  six  month's  work  in  each  year  of  the  Course. 
Next  year  each  class  will  begin  where  it  leaves  off  this  year,  and  take  the 
last  two  months'  work  and  the  first  four  months'  of  the  succeeding  year; 
the  third  year  these  classes  will  take  the  last  four  months  of  the  year  they 
are  working  on,  and  the  first  two  of  the  following  year,  and  so  on  through 
the  entire  Course.  Each  child  may  in  this  way  take  the  whole  course  of 
study  regularly,  though  he  will  be  a  longer  time  at  the  work.  But  this 
definite,  regular  work  is  recommended  in  all  cases.  It  is  exactly  what 
the  schools  need. 

EXAMINATIONS  OR  WRITTEN  REVIEWS. 

During  the  past  few  years  much  has  been  said  on  the  subject  of  ex- 
aminations, some  commending  and  others  condemning  them.  It  should 
be  borne  in  mind  that  the  examinations  or  written  reviews  here  referred 
to  are  very  different  from  the  "examinations  for  promotion",  that  have 
been  so  much  abused  in  some  city  schools.  Language  has  two  forms, 
oral  and  written,  and  all  will  agree  that  in  both  forms  there  should  be 
training.  Judging  by  the  past,  in  many  rural  schools,  there  would  be 
but  little  or  no  attention  given  to  the  forms  of  written  language,  if  it 
were  not  for  written  reviews  sent  out  from  the  County  Superintendent's 
office. 

It  should  also  be  remembered  that  the  supervision  of  rural  schools 
differs  from  that  of  city  schools  in  that  the  County  Superintendent  can 
visit  each  school  but  once  or  twice  during  an  entire  year,  and  then  only 
for  a  short  period  of  time.  The  written  reviews  when  sent  out  from  the 
Superintendent's  office  monthly,  afford  an  opportunity  not  only  for  testing 
the  work,  but  for  keeping  in  touch  with  his  schools  and  keeping  his  schools 
in  touch  with  him.  The  questions  should  be  fair  tests,  but  not  difficult 
or  long,  and  if  carefully  prepared  they  not  only  serve  as  tests  but  suggest 


INTRODUCTION.  11 

good  methods  of  teaching,  which  is  one  of  their  most  valuable  features. 
In  this  way  the  County  Superintendent  has  an  opportunity  not  only  to 
touch  every  teacher  of  his  county  once  a  month,  but  every  pupil  in  the 
schools.  What  a  power  for  good  if  properly  used!  But,  like  any  other 
good  thing,  these  examinations  may  be  abused.  Dr.  Klemm  says:  "It 
is  the  abuse  and  not  the  proper  use  of  examinations  that  should  be  con- 
demned." 

To  enforce  the  use  of  the  Course  of  Study  in  rural  schools,  where 
personal  supervision  is  so  imperfect  as  stated  above,  the  work  has  been 
divided  into  months,  and  a  system  of  monthly,  central,  and  final  exami- 
nations is  recommended.  That  these  examinations  be  not  abused  it  will 
be  well  to  explain  their  proper  use  at  the  annual  institutes.  Teachers 
having  Morgan's  "Studies  in  Pedagogy"  should  read  the  chapter  on  "Ex- 
aminations", pages  241  to  250. 

"Examinations  wisely  conducted  are  a  process  of  teaching  as  well  as 
of  testing." — George  A.  Little  field. 

"Examinations  in  our  schools  cannot  cease.  They  are  a  component 
part  of  the  school.  They  should  be  reasonable.  When  all  are  so,  the 
better  part  of  the  profession  will  have  no  cause  to  condemn." — Aaron 
Gave. 

"What  an  eye-opener  a  searching  written  examination  would  be  in 
schools  where  teachers  talk  and  explain  much  and  the  pupils  recite  very 
little;  where  the  instruction  is  given  largely  in  the  form  of  running  talks 
without  a  halt  to  test  results!" — Dr.  E.  E.  White. 

"Like  every  other  educational  device,  examinations  are  good  or  evil 
according  as  they  are  used  judiciously  or  without  discretion." — Morgan's 
Studies  in  Pedagogy. 

MONTHLY,  CENTRAL,  AND  FINAL  EXAMINATIONS. 

The  details  of  these  examinations  vary  somewhat  in  different  coun- 
ties, but  the  plan  in  general  is  about  as  follows: 

MONTHLY  EXAMINATION. — The  monthly  examination  will  occur  on  the 
last  Friday  of  each  month,  or  on  such  other  date  as  the  County  Superin- 
tendent may  name.  Questions  for  all  grades,  confined  to  the  limits  in 
the  Course  of  Study  for  the  given  month,  will  be  sent  by  the  County 
Superintendent  to  teachers  before  the  date  of  holding  the  examination. 

CENTRAL  EXAMINATION. — The  central  examination  is  held  at  the  center 
schoolhouse  of  each  congressional  township,  or  of  other  groups  of  schools 
agreed  upon.  It  should  be  as  near  the  close  of  the  school  year  as  possi- 
ble and  yet  secure  the  attendance  of  the  older  pupils.  The  plan  of  con- 
ducting central  examinations  varies  in  different  counties.  Usually  all 
pupils  of  the  grammar  grades  (seventh  and  eighth  years)  who  have  studied 
all  the  branches  named  in  the  Course  for  that  year,  and  those  in  the 
higher  course,  are  admitted.  The  questions  should  be  furnished  by  the 
County  Superintendent,  and  should  cover  in  a  general  way  the  work  of 
the  year  up  to  the  date  of  the  examination.  They  should  be  fair  tests. 
Puzzling,  difficult  questions  should  be  avoided,  and  great  care  should  be 


12  INTRODUCTION. 

taken  not  to  make  the  work  too  long.  The  paper  for  these  examinations 
should  be  uniform,  and  in  some  counties  it  is  furnished  from  the  County 
Superintendent's  office. 

In  some  counties  these  examinations  are  conducted  by  the  County 
Superintendent  in  person,  the  examinations  in  different  townships  being 
held  on  different  days.  In  other  counties  all  the  centrals  are  held  on  the 
same  day,  and  are  conducted  by  the  teachers  of  the  township,  one  of 
whom  is  appointed  chairman  for  the  day  either  by  the  County  Superin- 
tendent or  elected  by  those  present.  The  chairman  supervises  the  work 
and  decides  all  questions  that  may  arise.  The  papers  are  graded  by  the 
teachers  in  attendance,  and  with  the  tabulated  results  the  work  is  sent  to 
the  County  Superintendent.  A  certificate  is  issued  to  each  pupil  showing 
his  grades  in  each  branch,  also  his  rank  in  class.  The  pupil  having  the 
highest  average  being  rank  1,  the  next  highest  rank  2,  etc.  All  pupils 
coming  up  to  a  certain  standard  previously  announced  by  the  County 
Superintendent,  are  admitted  to  the  final  examination  held  at  the  county 
seat,  or  other  places  designated  by  the  County  Superintendent. 

It  will  be  observed  that  the  central  examination  brings  the  pupils 
and  teachers  of  the  township  together,  affording  them  an  opportunity  to 
become  acquainted  and  compare  work.  Often  parents  accompany  their 
children  to  these  examinations  and  remain  through  the  entire  day  with 
unabated  interest. 

At  least  one  director  from  each  school  should  attend  the  central  ex- 
amination of  the  township.  He  can  be  of  great  service  as  chairman,  or 
in  helping  about  the  work  of  the  day,  in  seeing  that  the  needed  supplies 
are  on  hand,  etc.  But  above  all  he  can  have  an  opportunity  to  examine 
the  work  of  all  the  schools  of  the  township,  and  inform  himself  of  its  rel- 
ative merits.  He  will  become  acquainted  with  the  teachers,  and  knowing 
something  of  their  ability  to  get  work  done  properly,  will  be  able  to  judge 
more  intelligently  when  the  time  comes  for  re-employing  them. 

FINAL  EXAMINATION. — The  final  examination  is  held  at  the  county 
seat,  or  other  places  designated  by  the  County  Superintendent,  within  a 
few  weeks  after  the  centrals.  As  already  stated  it  is  made  up  of  pupils 
who  have  come  up  to  the  required  standard  in  the  centrals.  The  ques- 
tions should  be  furnished  by  the  County  Superintendent,  and  like  those 
for  the  centrals  should  cover  in  a  general  way  the  work  of  the  entire  year, 
but  care  should  be  taken  not  to  make  them  too  long. 

In  the  plan  of  alternation  provided  for  in  this  Course,  the  pupils 
attending  the  final  examination  should  be  given  a  certificate  showing 
which  year's  work  has  been  completed  (seventh  or  eighth),  and  when  the 
other  year  has  been  completed  as  shown  by  an  examination  at  a  future 
final  examination  a  more  elaborate  certificate  may  be  given,  or  a  common 
school  diploma  issued,  as  the  County  Superintendent  chooses;  but  a 
diploma  should  not  be  granted  until  the  work  of  the  two  years  has  been 
finished.  In  many  counties  these  certificates  or  diplomas  will  admit 
pupils  to  the  High  Schools  without  further  examination,  and  the  work 


INTRODUCTION.  IS 

should  be  brought  up  to  such  a  standard  that  this  will  be  done  in  every 
county.  The  common  school  should  reach  up  to  the  High  School  without 
any  missing  round  in  the  educational  ladder. 

As  most  of  the  teachers  and  pupils  attending  the  final  will  have  to 
remain  at  the  county  seat  until  the  next  day,  an  opportunity  is  furnished 
for  a  good  literary  entertainment,  the  program  being  filled  by  pupils 
from  various  parts  of  the  county.  The  proceeds  may  go  toward  estab- 
lishing a  County  Library  to  be  kept  in  the  County  Superintendent's  office, 
and  to  circulate  in  all  the  schools  of  the  county. 

DIRECTIONS  FOR  EXAMINATIONS. 

1.  Teachers  and  pupils  should  see  that  everything  is  in  readiness 
for  the  examination  or  review  before  the  day  arrives.     Good  paper,  pens, 
and  ink  should  be  furnished  by  the  school  board  and  a  supply  kept  on 
hand.     In  the  central  examinations  the  school  at  which  the  examination 
is  held  should  furnish  ink,  while  each  pupil  provides  his  own  pens,  pen- 
cils, etc. 

2.  The  examination  should  begin  promptly  in  the  morning  of  the  day 
appointed.    The  questions  may  be  printed,  placed  on  the  board,  or  dictated 
as  required.     Some  of  the  pupils  who  write  well  may  assist  the  teacher  by 
writing  questions  on  the  board. 

3.  The  pupils  should  write  on  both  sides  of  the  paper  when  neces- 
sary to  complete  a  subject. 

4.  The  answers  should  be  numbered  to  correspond  with  the  questions, 
in  the  Roman  notation,  in  the  center  of  the  page  above  the  paragraphs. 

5.  Every  one  should  endeavor  to  do  neat  work,  to  use  capitals  and 
periods  properly,  and  to  spell  well.     Good  language  is  evidence  of  schol- 
arship. 

6.  These  examinations  or  reviews  to  be  fair  tests  of  the  progress  of 
the  pupils  and  to  be  valuable  to  teachers  and  parents,  must  be  fairly  and 
honestly  conducted.     No  aid  whatever  should  be  given.     No  question 
should  be  answered  and  no  suggestions  made  that  will  in  any  way  hint  at 
the  information  sought  in  the  examination.     Do  not  let  your  tender-heart- 
edness, nor  your  desire  for  high  marks  for  your  pupils,  betray  yon  into 
wronging  them,  or  their  parents,  by  telling  them  they  know  that  which 
they  do  not  know,  and  raising  them  above  the  plane  to  which  they  really 
belong.     Consider  the  moral  effects  of  such  a  course  on  yourself  and  your 
pupils.     Do  not  deceive  ly  false  grades. 

7.  The  teacher,  without  marring  the  paper,  will  place  above  each 
answer,  near  the  Roman  character,  its  grade  (on  a  scale  of  100  for  the 
entire  paper),  and  at  the  beginning  of  each  paper  write  the  sum  of  these 
grades.     Mark   closely,  considering  not  how  much  information  has  been 
given  in  the  answer,  but  whether  it  is  the  exact  information  called  for. 
After  grading,  return  the  monthly  examination  papers  to  the  pupils  in 
class,  and  require  them  to  note  their  own  mistakes.     Permit  no  change. 
After  inspection,  papers  should  be  collected  and  bound  in  covers,  and  a 
permanent  record  made  of  the  grade  of  each  pupil.     The  County  Ruprrin- 


14  INTRODUCTION. 

tendent  in  his  visits  will  like  to  see  these  papers,  the  permanent  record  of 
grades,  as  well  as  the  daily  register.  If  kept  in  good  condition  they  add 
greatly  to  the  reputation  of  the  school. 

8.  The  papers  from  the  central  and  final  examinations  should  be  sent 
to  the  County  Superintendent's  office.  In  these  examinations  every 
teacher  grading  a  paper  should  write  his  own  name  upon  it  as  a  certificate 
of  good  faith  and  of  honesty  of  purpose. 

RECORDS. 

The  record  of  all  the  examinations — monthly,  central,  and  final — 
should  be  kept  by  the  teacher  in  each  school,  of  its  pupils.  Low  grades 
should  stimulate  to  more  earnest  effort,  while  high  grades,  honestly  earned, 
or  fine  records  at  central  and  final  are  sources  of  satisfaction  and  pride 
to  all  in  the  district.  Every  school  ought  to  remember  its  good  scholars. 
The  records  of  the  centrals  and  finals  should  be  kept  in  well  bound  books 
by  the  County  Superintendent.  As  the  years  go  by  they  are  useful  in 
many  ways.  They  honor  the  diligent  and  inspire  the  sluggish. 

PATRONS'  DAY. 

Every  school  should  have  a  day  or  half  a  day  set  apart  for  the  exhi- 
bition to  parents  and  visitors  of  its  best  work.  The  people  of  the  district 
furnish  the  money  to  support  the  school  and  they  have  a  right  to  see  and 
to  know  what  the  results  are.  Historical  papers,  analyses  of  sentences, 
maps,  arithmetical  solutions,  examination  papers  of  all  kinds,  drawings, 
specimens  of  plants  and  animals,  home-made  apparatus  to  illustrate 
physics,  lists  of  spelling,  of  diacritical  markings,  all  of  these  and  more 
in  an  infinite  variety,  can  be  ranged  on  the  walls,  on  the  blackboard,  on 
the  desks,  and  displayed  for  the  inspection  of  visitors.  Good  work  done 
during  the  year  can  be  preserved  for  this  day.  Any  teacher  who  can  in 
this  practical  and  real  way  show  his  patrons  the  honest  results  of  his 
labors  can  not  fail  to  secure  their  esteem  and  respect.  The  last  day  of 
the  school  is  an  appropriate  time  for  such  an  exhibition  of  school  work. 


OUTUNE  OF  THE  COURSE. 


Primary  Division,, 


Intermediate 
Division,,,, 


First  Year. 


.Second  Year. 


Third  Year... 


Fourth  Year. 


Fifth  Year... 


Sixth  Year... 


Advanced 
Division,,,, 


Seventh  Year 


Eighth  Year. 


I  Readme. 
'  Spelling. 

Language. 

Number. 

Writing. 

Physiology  and  Hygiene. 

General  Exercises 


Reading. 
Spelling. 
Language. 
Number. 
Writing. 

Physiology  and  Hygiene. 
.General  Exercises 

Reading. 

Spelling. 

Language. 

Arithmetic. 

Physiology  and  Hygiene. 

General  Exercises 


(Music. 
.-<  Drawing. 
(.  Morals  and  Manners. 


Reading. 

Spelling. 

Language. 

Arithmetic. 

Writing. 

Physiology  and  Hygiene. 

Geography. 

General  Exercises 


f  Music. 
,-<  Drawing. 
(.  Morals  and  Manners. 


Music. 

Drawing. 

Morals  and  Manners. 

Agriculture. 

Household  Arts. 


Reading. 

Spelling. 

Language. 

Arithmetic. 

Writing. 

Physiology  and  Hygiene. 

Geography. 

General  Exercises 


Reading. 

Spelling. 

Language. 

Arithmetic. 

Writing. 

Physiology  and  Hygiene. 

History. 

General  Exercises 


Music. 

Drawing. 

Morals  and  Manners. 

Agriculture. 

Household  Arts. 


'  Music. 
Drawing. 

Morals  and  Manners. 
Agriculture. 
.  Household  Arts. 


Music. 
Drawing. 

Morals  and  Manners. 
Agriculture. 
.  Household  Arts. 

Reading. 

Orthography. 

Grammar. 

Arithmetic. 

Writing. 

Physiology  and  Hygiene. 

Geography.  f  Music. 

History.  Drawing. 

General  Exercises •{  Morals  and  Manners. 

I  Agriculture. 

Reading.  I  Household  Arts. 

Orthography. 
Grammar. 
Arithmetic. 
Writing. 
Geography. 
History. 
Civics. 
General  Exercises 


Music. 

Drawing. 

Morals  and  Manners. 

Agriculture. 

Household  Arts. 


HIGH  SCHOOL. — By  alternating  the  first  year  with  the  second  and  the 
third  with  the  fourth  each  pupil  can  secure  a  four  years'  course.  See 
plans  under  "Alternation"  in  Introduction  and  "High  School  Courses". 


COURSE  OF  STUDY. 


FIRST  YEAR. 


TEXT-BOOK. — First  Reader. 

READING.— First  reader  or  readers.  WRITING.— In  connection  with  reading. 

SPEf amilParSdl3  f r°m  readers' and  other   PHYSIOLOGY  AND  HYGiENE.-Oral  work. 
LANGUAGE— In  connection  with  reading.      GENERAL    EXERCISES.  -  Music.   Drawing 
NUMBER.— From  1  to  10  with  combinations       Morals  and  Manners, 
and  fractional  parts. 


READING. 

GENERAL  DIRECTIONS. 

Reading  is  the  most  wide-reaching  acquisition  made  by  the  child  in 
school.  No  agency  is  capable  of  becoming  so  effective  under  wise  teach- 
ing, for  at  once  disciplining  and  informing  the  pupil's  mind.  No  study, 
then,  deserves  more  careful  consideration  or  demands  more  carefully 
elaborated  plans  than  this.  For  in  actuality  no  other  study,  when  unwisely 
presented,  more  widely  and  effectively  conduces  to  bad  mental  habits. 

It  must  begin,  and  at  every  point  proceed,  on  the  basis  of  vigorous, 
genuine  thinking  on  the  part  of  the  child,  and  the  life  of  such  thinking 
is  constant,  clear,  vivid  imaging.  The  reality  and  character  of  such 
imaging,  the  teacher  should  unfailingly  put  to  the  proof  in  some  way — 
by  questioning,  by  requiring  drawing  or  construction,  by  dramatization 
or  other  form  of  expression. 

These  remarks  lead  to  the  following  suggestions: 

a.  The  reading  matter  must  be  chosen  with  wise  discrimination  as  to 
its  adaptation  to  the  children's  intelligence,  taste  and  effort,  alike  in 
thought,  in  spirit,  in  phraseology. 

b.  Close  alliance  must  be  kept  between  the  reading  matter  and  the 
children's  active  interests — other  studies,  seasonal  changes,  attractive  ele- 
ments of  environment,  experiences,  etc., — that  is,  if  the  books  contain 
selections  bearing  in  a  clear,  stimulating  way  on  the  current  work  in  his- 
tory, geography  or  science,  or  on   otit-door  phenomena,  such  selections 
should  be  sought  out  and  studied,  where  and  when  the  association  is  close 
and  suggestive.     Material  for  Thanksgiving,  Christmas  and  other  special 
days  may  thus  be  accumulated;  information  on  places  and  people  may  be 
brought  together  when  most  needed.    This  is  meant  to  correct  the  mechan- 
ical use  of  the  reader,  by  which  the  selections  are  taken  in  order  with  no 
reference  to  bearing  on  strong  general  interests.     (Read  d  carefully.) 

c.  The  material  chosen  for  the  reading  hour  should,  as  a  rule,  b? 
from  the  "literature  of  power" — -writings  that  by  reason  of  their  purity, 
beauty  and  spiritual  strength  have  become  classic. 

d.  Supplementary  reading  should  be  thought  of  and  treated  not  sim- 
I  ]y  as  increasing  the  bulk  of  reading  matter  and  exercise  in  the  process 


READING—  FIRST  YEAR.  17 

of  reading  —  for  this  may  perfect  mechanical  skill  at  the  expense  of  the 
disposition  and  power  to  image  —  but  rather  (a)  as  enlarging  the  range  of 
selections  for  the  regular  exercise  and  (b)  as  furnishing  a  fund  from  which 
to  draw  in  enlarging  and^enriching  the  various  studies  of  the  course  — 
history,  geography,  literature,  science.  Material  of  the  first  sort  should 
be  in  sets  of  books,  sufficient  in  number  to  furnish  each  one  of  the  class 
a  copy  and,  like  the  regular  reading  matter,  classic  literature,  as  a  rule. 
This  should  work  in  with  the  text-books,  to  give  specific  selections  where 
and  when  needed.  (See  5.)  The  second  sort  may  better  be  in  single 
books  or  in  smaller  sets  —  books  of  travel,  of  description  of  industries  and 
manufacturing  processes,  of  science,  of  history  and  biography,  of  good 
fiction,  especially  historical  fiction.  These  are  to  be  read  for  information 
on  the  topics  in  hand,  either  in  preparation  for  the  recitation  or  in  the 
recitation  on  the  subject  concerned,  pupils  selected  beforehand  reading  to 
the  class.  The  power  to  read  is  thus  applied  to  a  clearly  perceived  end, 
with  sharply  defined,  immediate  motive,  and  with  close  and  strong  asso- 
ciation. This  is  quite  important,  if  not  essential,  to  thought  getting  and 
to  organizing  what  is  got  for  remembrance  and  use. 

e.  Above  the  primary  grades,  the  assignment  of  work  must  be  made 
in  such  a  way  as  to  make  a  definite  presentation  of  things  to  be  accom- 
plished: —  (a)  words  to  be  looked  up  for  pronunciation  or  meaning;  (b) 
allusions  to  be  explained;  (c)  questions  of  fact  to  be  verified,  by  observa- 
tion, reading,  inquiry,  or  study;  (d)  questions  to  be  thought  of  and  an- 
swered, bearing  either  on  the  meaning  of  more  subtle  or  difficult  portions, 
or  on  the  motives  of  characters,  where  these  bear  on  the  general  thought; 
(e)  maps  or  diagrams  or  illustrative  drawings  to  be  examined  or  made,  and 
perhaps  placed  on  the  blackboard  by  one  or  more  of  the  class,  for  refer- 
ence during  the  reading;  (f)  reviews  of  other  studies  or  elements  of  the 
selection  in  hand,  needed  to  give  the  setting  or  connection. 

f  .  No  text-book  in  reading,  which  is  not  in  itself  a  literary  whole,  is 
to  be  taken  selection  after  selection,  in  the  order  of  the  book.  But  rather 
the  contents  of  all  the  readers  should  be  analyzed,  and  tabulated  or  in- 
dexed together,  and  the  selections  assigned  when  and  where  they  respect- 
ively have  a  clear  and  significant  bearing.  (See  suggestions  6  and  d.) 

g.  The  voice  should  receive  attention  from  the  first,  and  all  proper 
effort  made  to  help  the  child  to  control  and  improve  it  for  expressing 
thought  —  his  own  or  the  author's  read.  Drills  for  enunciation  and  articu- 
lation will  be  needed  in  every  grade.  These  are  to  be  given  on  words  listed 
because  so  difficult  as  to  need  special  attention  and  on  words  on  which 
the  children  are  found  to  fail  of  good  pronunciation.  Drill  should  be  had 
on  groups  of  words,  to  master  difficult  combinations  and  to  secure  smooth- 
ness. In  pronunciation  make  more  of  pitch  of  tone  than  of  stress  to  indi- 


cafc  accent;  thus  (slowly)  OT  ^  *£*$       ThS.  ena- 

bles  the  child  to  be  very  deliberate  and  distribute  his  effort  so  as  to  give 
each  syllable  its  full  value.  The  first  few  minutes  of  each  recitation  may 
well  be  given  to  a  vigorous  exercise  along  these  lines,  especially  on  words 
occurring  in  the  immediate  lesson. 


18  READING— FIRST  YEAR. 

h.  The  voice  is  the  instrument  of  thought  and  emotion.  Clear,  sharp 
imagination  is  essential  to  either.  This  makes  concrete  presentation  and 
motor  expression  important;  hence,  in  every  grade  selections  appropriate 
should  be  acted  out,  that  is,  be  given  pantomimic  and  dramatic  represen- 
tation. 

i.  The  grades  have  been  divided  into  four  groups  for  presenting 
these  directions  in  more  detail, — First  and  Second,  Third  and  Fourth, 
Fifth  and  Sixth,  and  Seventh  and  Eighth.  The  teacher  is  urged  to  read 
all  these  directions  carefully.  Much  will  be  found  in  common,  and  yet 
the  directions  will  be  found  quite  distinct  and  characteristic  for  the 
several  groups. 

FIRST  YEAR. 

SUGGESTED  READING  BOOKS — The  reader  adopted  by  the  Board  of 
Directors.  Additional  reading:  Taylor's  First  Reader,  American  Book 
Co.;  Sunbonnet  Babies,  Rand,  McNally  &  Co.;  The  Thought  Reader, 
Ginn  &  Co.;  Cyr's  Primer,  Ginn  &  Co.;  Graded  Classics,  No.  1,  B.  F. 
Johnson  Pub.  Co.;  Nature's  By-ways,  The  Morse  Co.;  Cyr's  First 
Reader,  Ginn  &  Co.;  Stickney's  First  Reader,  Ginn  &  Co.;  Stepping 
Stones,  No.  1,  Silver,  Burdett  &  Co;  Baldwin's  First  Year,  American  Book 
Co.;  Child  Life,  I;  Wheeler  Primer  and  First  Reader;  Graded  Literature, 
First  Reader,  Maynard,  Merrill  &  Co. 

HANDLING  THESE  BOOKS. — Besides  the  work  to  be  done  independ- 
ently of  books,  as  described  later,  the  children  should  read  two  or  three 
First  Readers.  Besides  the  books  the  children  buy,  the  school  should 
own  three  to  six  sets  of  good  First  Readers.  It  will  then  not  be  neces- 
sary that  pupils  finish  one  reader  before  taking  up  another.  Often  it  is 
much  better  to  read  in  one  reader  until  the  work  becomes  difficult,  then 
take  the  forepart  of  another  reader,  and  later,  perhaps,  the  first  half  of 
still  another.  In  this  way  they  come  to  recognize  in  print  a  large  vocab- 
ulary of  the  words  which  they  most  frequently  use.  Later  on  they 
will  be  able  to  read  the  latter  part  of  these  readers  with  much  more  ease 
than  would  have  been  possible  had  they  finished  one  reader  before  taking 
another.  All  the  reading  may  thus  be  kept  fairly  within  the  child's 
ability  to  do  with  a  sense  of  power. 

AIMS  IN  THE  READING. — a.  To  have  the  children,  from  the  first,  weld 
firmly  together  the  thought  and  the  word  or  the  sentence  by  which  it  is 
expressed.  It  is  of  the  utmost  importance  that  accurate  and  clear  mental 
pictures  be  formed  by  the  children  as  they  read.  (General  directions  ^[  2.) 
To  this  end  it  is  imperative  that  the  reading  material  be  interesting. 

b.  To  lead  the  children  to  express  the  thought  in  clear,  distinct 
tones,  adapted  to  express  the  sentiment  or  the  character  represented  as 
speaking,  and  in  easy,  natural,  vivacious  manner, — as  if  they  were  thoughts, 
their  thoughts. 

c.  To  help  the  children  become  independent  readers  by  giving  them 
such  instruction  and  training  in  the  sounds  of  letters  and  groups  of  let- 
ters and  in  other  forms  of  word-building  as  will  enable  them  to  make  out 
for  themselves  the  new  words  in  their  lessons. 


READING.-FIRST  YEAR  19 

SOURCES  OF  MATERIAL  FOR  READING  LESSONS  FOR  BEGINNERS. 

1.  Room-management 

2.  Games  and  plays. 

3.  Stories  given  to  children  in  literature. 

4.  Nature  Study. 

METHOD  OF  PRESENTING  THESE  LESSONS. — General — The  first  lessons 
in  reading  should  be  given  independently  of  any  book,  and  be  presented  in 
writing  on  the  blackboard.  In  these  lessons,  the  writing  should  be  large, 
clear,  vertical  script,  swiftly  executed  in  order  not  to  lose  the  interest  and 
zest  of  the  thought. 

1.  Room  Management — After  a  direction  as,  "stand",  is  given  orally 
to  the  children  at  a  certain  time  each  day  for  a  few  days,  the  teacher, 
instead  of  saying  stand,  writes  the  direction  upon  the  board  and  tells  the 
children  to  do  what  the  chalk  directs.     The  teacher  may  have  to  tell  what 
the  chalk  says  the  first  time  the  word  is  written  and  perhaps  several 
times.     Gradually  let  other  oral  directions  give  place  to  the  written  form. 

2.  Games — The  children  learn  to  play  a  quiet  game  by  following  the 
spoken  direction  of  the  teacher,  e.  g.,  Simon  says,  "Thumbs  up."     Simon 
says,  "Thumbs  down."     After  the  children  can  play  this  well  from  the 
spoken  direction,  the  written  direction  is  substituted. 

Or,  basing  the  game  on  a  subject  in  which  the  children  are  especially 
interested  at  the  time,  the  children  play  such  a  game,  say,  as  The  Wind 
and  The  Leaves.     Material  needed — leaves  of  red,  yellow,  brown  and 
green  with  a  pin  fastened  into  the  stem  of  each.     After  the  children  learn 
to  play  the  game  with  ease,  if  they  thoroughly  enjoy  it,  write  upon  the 
board,  instead  of  giving  orally,  the  directions  for  playing  the  game,  viz.: 
You  may  be  a  yellow  leaf,  May. 
Choose  your  leaf.     (The  yellow  leaf 

is  pinned  upon  her  dress.) 
You  may  be  a  brown  leaf,  Earl 
Choose  your  leaf,  etc. 

The  teacher  takes  the  part  of  the  wind  and  writes  upon  the  board — 
Come  yellow  leaf, 
Come  green  leaf, 
Etc. 

The  "leaves"  go  to  the  front  as  called.  Then  the  teacher  writes  upon  the 
board  a  direction  for  all  to  follow.  Dance  in  the  wind.  The  "leaves"  flit 
about  the  room  (on  their  toes)  like  leaves  in  a  breeze. 

3.  Literature — When  literature  forms  the  basis  of  the  reading  les- 
sons, the  children  take  the  parts  of  the  people,  animals  or  plants  repre- 
sented in  the  story  as  talking.     They  say  what  the  character  in  the  story 
says,  looking  to  the  board   for  the   exact   words.     From  the  story  of 
"Red  Riding  Hood"  we  have  the  following  conversation  between  the 
mother  and  child: 

"Come  Red  Riding  Hood."     "Yes,  mother." 

"Your  grandmother  is  sick."     "You  may  go  to  see  her." 

"Where  is  your  red  cloak?"     "Here  it  is,  mother." 


20  READING-FIRST  YEAR. 

"Where  is  your  basket?"     "Here  it  is,  mother." 
"Here  is  some  cake."     "Here  is  a  glass  of  jelly." 
"Good-by,  my  little  girl"     "Good-by,  mother." 

Such  parts  of  a  story,  and  such  stories,  as  do  not  lend  themselves  to 
the  form  of  conversation,  may  be  recalled  by  the  children  under  the 
teacher's  unobtrusive  guidance,  in  brief  sentences  giving  the  strong  sim- 
ple lines  of  the  story.  It  is  of  importance  that  the  children  feel  that  these 
sentences  are  theirs,  the  story  of  their  telling.  In  this  work  abundant 
opportunity  will  offer  to  recall  the  livelier  and  more  valuable  phraseology 
of  the  classic  used  and  work  it  into  the  children's  vocabulary,  to  a  large 
extent.  If  the  teacher  can  command  the  use  of  a  hektograph  or  mimeo- 
graph, sets  of  papers  may  be  made,  and  used  in  the  class.  Sometimes 
the  children  should  be  given  each  a  copy  to  take  home  to  read  to  mama; 
or  if  successive  sections  are  used,  the  several  sheets  may  be  made  into 
books  containing  the  whole  story. 

4.  Nature  Lessons — When  based  upon  the  Nature  Study  the  teacher 
may  write,  for  example,  the  names  of  the  spring  flowers  in  blossom  at  the 
time  of  writing,  the  children  giving  the  names,  and  reading  the  lists, 
later. 

Or  the  teacher  writes  guessing  games  upon  the  board,  e.  g.: 
I  am  not  large.     I  have  four  legs.     I  have  a  fur  coat. 
I  have  short  ears.     I  have  sharp  eyes.     I  have  a  bushy  tail. 
I  run  up  trees.     I  eat  nuts.     What  am  I  ? 

It  is  well  after  having  much  board  work,  that  the  children  should 
have  printed  lessons  on  large  sheets  of  manila  paper  or  card-board,  before 
beginning  the  use  of  the  books.  Small  printing  outfits  are  sold  cheap 
now — from  $1.50  up — so  that  every  school  can  afford  one.  The  first 
charts  should  be  the  reproduction  in  print  of  lessons  already  familiar  in 
script.  If  the  children  do  not  recognize  the  word  in  print,  refer  to  its 
written  form  on  the  board. 

Note — For  some  time  the  lessons  in  print  contain  only  such  words 
as  are  familiar  to  the  children  in  script. 

SUGGESTIONS  IN  GENERAL. — In  reading  from  the  board  and  in  the  early 
reading  from  books,  the  children  look  through  a  sentence  (or  paragraph) 
and  know  what  it  says  before  they  try  to  give  it  to  others;  in  this  way 
merely  pronouncing  words  in  place  of  reading  is  avoided.  The  children 
are  taught  from  the  first  not  to  attempt  to  read  aloud  what  is  not  perfectly 
clear  to  them.  Encourage  them  to  ask  what  a  word  or  sentence  means 
before  they  are  willing  to  read  it  aloud. 

In  planning  the  lessons  for  the  board,  the  teacher  has  before  her  a 
list  of  the  words  which  the  children  will  meet  in  the  forepart  of  their 
first  readers.  Wherever  these  words  can  be  used  well,  without  in  any 
way  detracting  from  the  interest  in  a  game,  they  are  used,  but  many  words 
not  in  that  list  will  also  be  used.  These  are  all  common  words,  however, 
which  the  children  will  soon  find  in  their  reading. 

As  an  aid  in  getting  a  new  word,  the  children  should  be  taught  to 
look  at  the  word  in  its  setting  in  the  sentence,  e.  g.  in  the  sentence,  "The 


READING-FIRST  YEAR.  21 

squirrel  lives  in  a  hollow  tree,"  the  word  "hollow"  is  not  known.  When 
they  come  to  this  word  they  will  not  attack  it  at  once  but  will  look  for- 
ward to  the  end  of  the  sentence.  They  will  discover  that  the  new  word, 
in  all  probability,  tells  what  kind  of  tree  the  squirrel  lives  in.  Knowing 
the  kind  of  trees  squirrels  choose,  they  will  in  most  cases  give  the  word 
without  more  study. 

Phonics — The  sounds  of  the  letters  should  be  taught  to  supply  a 
conscious  need  of  the  child,  e.  g.,  a  child  confuses  the  words  rise  and  sit 
when  these  directions  are  written  at  the  board.  The  teacher  says,  "This 
word  (pointing  to  sit)  begins  (pointing  to  s)  in  this  way"  (giving  the  sound 
of  s).  Later  the  direction  skip  is  given.  There  are  now  two  words  con- 
fused, perhaps,  both  beginning  with  the  same  sound,  so  all  the  sounds  in 
ait,  it  being  the  easier  of  the  two  words,  are  given. 

The  sounds  when  once  learned  are  held  in  mind  by  using  them  in 
sounding  out  new  words  occurring  in  the  lesson,  and  by  reviewing  as  they 
are  placed  singly  upon  the  board,  before  the  reading  recitation  begins. 
During  the  recitation  phonics  must  be  mode  subservient  to  the  thought 
getting  and  carefully  kept  out  of  the  way  of  this  vital  part  of  reading. 

Not  until  one  sound  for  a  letter  is  thoroughly  learned  should  another 
sound  for  the  same  letter  be  given.  Only  the  long  and  short  vowels,  e. 
g.  &  and  a,  should  be  taught  in  first  grade.  The  teacher  should  keep  a 
list  of  letters,  the  sounds  of  which  the  children  have  learned,  that  she 
may  know  what  to  expect  of  them  in  the  way  of  sounding  out  words  for 
themselves.  Phonics  should  be  introduced  very  gradually,  and  will  be, 
if  the  teacher  keeps  before  her  the  chief  aim  in  reading.  Most  of  the 
words  given  for  some  months  will  need  to  be  told  outright. 

The  letters  in  a  word  should  not  be  defaced  by  markings  to  indicate 
their  sounds.  It  would  be  hard  to  recognize  in  print,  e.  g.  the  word 
Ie&v0§  as  written  upon  the  board.  The  place  for  this  comes  later. 

Seat  Work — To  aid  the  pupil  in  naming  words  at  sight,  use  sentence 
builders,  cards  containing  the  words  written  or  printed  upon  them.  Let 
these  be  put  together  so  as  to  form  the  easy  sentences  of  the  chart  or  les- 
sons. As  soon  as  a  few  words  can  be  recognized  at  sight,  the  pupil 
should  be  required  to  build  the  sentences,  using  separate  words  on  bits 
of  cardboard.  Continue  building  sentences  until  the  reader  is  taken  up. 
The  teacher  should  use  his  own  judgment  as  to  the  amount  of  seat  work 
and  its  nature.  Every  pupil  should  be  kept  busy  at  some  profitable  em- 
ployment. Playing  with  sticks,  marking  with  a  pencil,  or  doing  anything 
else  with  no  definite  aim  in  view,  should  not  be  permitted. 

Spelling — The  spelling  at  first  should  be  written,  or  phonetic  (as  in 
getting  words  by  sound  in  the  reading  class).  The  children  should  feel 
a  need  for  expressing  themselves  in  writing.  The  teacher  has  been  giv- 
ing directions  to  the  children  from  the  board,  such  as  turn,  pass.  She 
says  to  a  child,  "You  may  tell  the  class  what  to  do  this  morning."  The 
child  called  upon  thinks  that  would  be  fun,  but  he  can't  do  it.  All  of  the 
class  want  to  do  it,  but  none  can,  so  they  1  earn  to  write  the  directions, 
after  which  they  are  allowed  to  give  them  to  the  class  instead  of  the 
teacher. 


22  LANGUAGE-FIRST  YEAR. 

They  make  pictures  upon  the  board  and  name  them.  Later  they 
tell  of  all  the  wonderful  things  they  can  do,  in  sentences  in  which  they 
use  the  verbs  they  have  learned  to  write;  e.  g.,  I  can  run.  I  can  hop. 

They  desire  to  tell  in  writing  something  very  interesting  which  they 
have  seen  or  heard.  In  order  to  do  this  they  must  know  how  to  spell  the 
words,  so  they  set  about  learning,  with  a  will. 

I,ANGUAGE.— First  and  Second  Years. 

All  language  work  for  the  first  two  years  should  be  done  in  connec- 
tion with  the  reading. 

Encourage  the  children  to  talk.  Lead  them  to  make  correct  senten- 
ces about  familiar  objects.  Correct  common  errors  in  their  speech.  Tell 
them  good  stories  in  which  real,  human  actions  are  described,  and  re- 
quire them  to  repeat  them  to  you,  first  in  answer  to  questions  upon  the 
incidents,  and  later  in  comprehensive  form. 

Have  all  written  work  done  neatly.  Vary  the  work  with  each  lesson. 
Point  out  specifically  what  pupils  are  to  do  at  their  seats  in  the  matter  of 
preparation  and  writing.  Give  short  lessons  and  see  that  they  are  pre- 
pared as  directed.  The  recitations  in  this  division  should  be  frequent, 
short  and  spirited. 

NUMBER. 

GENERAL  AIM.  — There  is  not  complete  agreement  among  teachers 
as  to  the  extent  and  character  of  the  number  work  during  the  first  school 
year. 

For  the  first  half  year  at  least  the  work  should  be  mainly  oral  and 
largely  incidental  to  the  other  school  exercises.  It  will  consist  mainly 
of  counting  objects,  in  finding  and  stating  the  results. 

1.  When  two  or  more  equal  numbers  are  combined; 

2.  When  a  number  is  separated  into  two  or  more  equal  numbers; 

3.  When  two  unequal  numbers  are  combined; 

4.  When  a  number  is  separated  into  two  unequal  numbers. 

In  all  these  countings,  combinings,  and  separatings,  objects  are 
used;  but  in  counting  and  describing,  it  is  better  generally  not  to  name 
the  objects. 

MEMORY. — The  results  of  the  combinations  and  separations  made  in 
the  first  two  school  years  are  to  be  fixed  in  memory.  Remembering  de- 
pends upon  attention,  repetition,  expression.  To  secure  the  best  atten- 
tion to  the  number  relations  involved,  the  objects  employed  should  not 
possess  qualities  so  attractive  as  to  draw  the  attention  to  the  objects 
themselves  rather  than  to  their  number. 

REPETITION. — To  secure  needful  repetition  every  opportunity  for 
counting  and  measuring  and  grouping  afforded  by  the  other  school  exer- 
cises should  be  utilized.  Thus  in  the  school  administration,  the  pencils 
needed  for  the  row  may  be  counted  out  in  advance  by  the  child  who  dis- 
tributes. The  child  in  reading  may  ask  for  the  third  word  in  the  fifth 
line  instead  of  pointing  at  it.  In  nature  study,  the  six  legs  of  the  beetle 
are  seen  in  three  pairs  (three  twos  are  six);  as  three  on  each  side  (two 


NUMBER— FIRST  YEAR.  23 

threes  are  six);  as  two  directed  forward,  four  directed  backward  (two  and 
four  are  six).  In  the  paper  folding  and  other  construction  work,  sym- 
metry, balance,  and  regularity  cannot  be  secured  without  attention  to 
counting  and  measuring.  This  incidental  number  work  should  not  be 
thrust  into  other  exercises  unless  attention  to  number  and  form  is  needed 
to  make  the  thinking  definite  in  that  exercise. 

LANGUAGE  FORMS. — The  language  forms  used  to  express  numerical 
operations  should  fit  the  actual  operations  with  groups  of  objects.  If  8 
cubes  have  been  separated  into  groups  of  2  cubes  each,  it  is  betterjto  say, 
Eight  divided  into  twos  are  four  twos,  than  to  say,  Eight  divided  by  two  are 
four.  Correct  language  forms  should  be  taught  in  immediate  connection 
with  the  objective  facts  they  express.  Pupils  should  repeat  correct  forms 
after  the  teacher  until  they  are  learned.  Answers  to  questions  should  be 
in  complete  sentences,  and  the  teacher  should  see  to  it  that  the  children 
image  clearly  the  objects  and  operations  described  by  the  language  used. 

CONSTRUCTION. — Expression  through  other  physical  activities  such 
as  drawing  and  making  are  even  more  valuable  than  language  in  fixing 
notions  of  number  and  form.  The  construction  work  should  teach  the 
equalities  and  numerical  properties  of  the  square,  rectangle,  cube,  and 
rectangular  solid. 

MATERIAL. — The  following  material  for  the  number  and  form  work 
will  be  found  useful:  200  inch-squares  of  pasteboard;  100  inch-cubes; 
paper  squares  for  folding,  4X4;  scissors;  library  paste;  pasteboard  rulers, 
1X6  and  1 X 12  to  be  marked  by  the  teacher  as  needed;  foot  rules  of  hard 
wood,  inches  divided  to  eighths;  match  sticks  or  toothpicks;  box  of 
No.  8  rubber  bands;  29  cards  2%  X  4  marked  with  dots  like  dominoes,  exhib- 
iting various  combinations,  sums  not  exceeding  10;  29  cards  with  figures 
instead  of  groups  of  dots;  pint,  quart,  half-gallon,  and  gallon  measures; 
a  copy  of  "Construction  Work"  by  Edward  F.  Worst. 
FIRST  HALF  YEAR. 

LINES  OF  WORK. — The  following  lines  of  work  are  suggested,  to  be 
begun  in  the  order  given  below.  These  lines  will  run  parallel.  All  ex- 
cept (1)  will  find  a  place  in  the  work  of  the  fourth  month. 

1.  Count  to  ten  with  objects.     If  any  child  says  one,  two,  three, 
where  he  really  means  first,  second,  third,  he  should  handle  the  entire 
number  as  he  gives  its  name. 

2.  Drawing  of  lines  of  measured  length.     For  this  provide  each 
child  with  a  pasteboard  ruler  1X6  marked  with  cross  lines  an  inch  apart. 

In  the  fourth  month  the  divisions  may  be  marked  by  figures.  Later 
half-inch  divisions  extending  half  way  across  and  quarter-inch  divisions 
extending  one-fourth  of  the  way  across  are  successively  added.  Pupils 
are  taught  to  make  a  square  corner  (right  angle)  by  folding  the  edge  of 
a  sheet  of  paper  upon  itself,  and  to  draw  squares  and  rectangles  of  se  c- 
ified  sizes,  in  connection  with  construction  work. 

3.  Equal  parts  of  the  composite  numbers  4,  6,  8,  9,  10.     Pupils  use 
inch  squares  of  pasteboard  laid  in  the  form  of  square  or  rectangle. 

The  form  is  made  with  square  and  drawn  with  ruler.  Teach  vari- 
ous forms  expressing  the  number  relations  seen;  language  learned  while 


24  NUMBER-FIRST  YEAR. 

handling  objects.     When  studying  six  with  the  rectangle  before  them 

the  pupils  should  give  these  answers  to  appropriate  questions. 

Three  and  three  are  six.  Three  twos  are  six. 

Two  threes  are  six.  Six  divided  into  twos  are  three  twos. 

Six  divided  into  threes  are  two       One-third  of  six  is  two. 

threes.  Two-thirds  of  six  are  four. 

One-half  of  six  is  three.  Six  less  three  are  three. 

4.  Problems  given  by  teacher  and  by  pupils  to  one  another.     The 
best  problems. are  those  whose  conditions  are  invariable.     How  many 
wheels  have  two  wagons,  is  better  than  what  is  the  cost  of  two  pencils  at 
four  cents  each?     The  answers  should  be  simple  sentences.     Two  wagons 
have  eight  wheels.     The  two  pencils  cost  eight  cents. 

5.  Separation  of  numbers  5-10  into  unequal  parts  and  statement  of 
results  as  an  addition,  or  a  subtraction:  Three  and  two  are  five.     Five 
less  three  are  two. 

6.  As  soon  as  a  reader  is  taken  up  by  the  class,  the  figures  should  be 
learned.     When  page  10  is  passed,  by  means  of  bundled  splints  show 
the  relation  of  tens  to  ones  in  naming  and  writing  numbers. 

FIFTH  MONTH. 

Introduce  the  foot  ruler  with  inches  subdivided  into  eighths.  Draw 
lines  in  construction  work  involving  eighths.  Measure  off  a  yard  and 
give  problems  involving  feet  and  yards.  Teach  signs  +,  — ,  and  =, 
and  express  all  combinations  in  which  the  sum  is  no  greater  than  6.  See  to 
it  that  the  children  image  the  process  with  objects  expressed  by  such  a 
form  as  3  +  2  =  5.  Count  by  tens  to  100.  Learn  Roman  numerals  if 
used  in  reader. 

SIXTH  MONTH. 

Teach  the  word  times  as  in  2  times  3  are  6.  Teach  the  forms  2  3s 
=  6.  2X3  =  6.  6-^3  =  2  3s  (later  to  be  abridged  to  6  +  3s  =  2). 
|-  of  6  =  3.  (Modern  usage  often  places  the  multiplier  before  the  sign  X ). 
Express  in  signs  composition  of  4,  6,  8.  Sums  and  differences  to  8.  Re- 
lation of  gallon,  quart,  and  pint,  taught  best  with  actual  measures.  Count- 
ing and  writing  to  100.  Use  bundled  toothpicks. 

SEVENTH  MONTH. 

Express  additions  and  subtractions  by  placing  the  second  number 
under  the  first,  the  sign  of  operation  at  the  left  of  the  lower  number. 
Count  on  rulers  and  elsewhere  by  2s  and  3s  to  12.  Add  columns,  sum 
not  exceeding  10.  Express  and  learn  all  sums,  products,  etc.,  to  10. 
Use  familiar  denominate  numbers;  teach  the  ratios  where  these  ratios  are 
2,  3,  4,  5,  7,  8,  as  yard-foot,  bushel-peck,  dollar-quarter,  dime-nickel, 
nickel-cent,  week-day,  etc.  Teach  names  of  days  of  the  week. 

EIGHTH  MONTH. 

Halves  of  the  odd  numbers  to  11.  Use  toothpicks.  From  the  di- 
vided inch  on  foot-rule  learn  relation  of  half,  quarter,  eighth.  Add  such 
numbers  as  2£  +  3  £.  Verify  the  measuring.  Add  by  fives  to  30  and 
tell  time  indications  on  clock  dial.  Use  of  cards  for  drill  and  rapid  review. 

Pupils  may  read  everything  possible  from  the  card,  thus:  Five  and 
three  are  eight;  eight  less  five  are  three;  eight  less  three  are  five. 


WRITING— FIRST  YEAR.  25 

WRITING. 

Teach,  writing  in  connection  with,  other  subjects.  Children  should 
learn  first,  largely  by  imitation,  to  write  words  and  sentences  from  other 
lessons.  Teach  pupils  to  write  their  own  names;  also  names  of  brothers, 
sisters,  parents  and  playmates.  Slate  or  paper  should  have  rulings  as  a 
guide  for  the  base  lines  of  the  writing.  The  rulings  should  be  made 
with  the  pencil,  not  cut  into  the  slate.  The  pencil  should  be  at  least 
four  inches  long  and  reasonably  sharp. 

PHYSIOLOGY.— First  and  Second  Years.— Oral  Work. 

The  teacher  is  expected  to  develop  fully  each  topic  in  this  and  the 
succeeding  sections,  and  also  to  add  work  along  the  same  line  as  the  class 
advances.  Make  work  very  simple.  Use  plain,  familiar  language. 

NOTE. — An  effort  has  been  made  in  this  revision  to  comply  with  the 
law  requiring  the  teaching  of  Physiology  and  Hygiene  with  reference  to 
the  effects  of  Alcohol  and  Narcotics,  and  at  the  same  time  to  arrange  the 
work  in  such  a  manner  that  it  can  be  handled  in  our  one-room  schools 
with  their  crowded  programs,  more  easily.  Four  courses  have  been  pro- 
vided, as  follows:  One  for  the  first  and  second  year  pupils,  the  two  sets 
of  pupils  reciting  together;  a  course  for  the  third  and  fourth  years,  to 
recite  together;  a  course  for  fifth  and  sixth  years,  and  a  course  for  the 
seventh  and  eighth  years,  the  two  sets  in  each  case  reciting  together. 
The  pupils  in  the  first  three  courses  will  recite  during  the  first  three 
months  of  the  year,  beginning  in  September,  or  whenever  the  school  year 
begins,  and  then  stop.  The  class  taking  the  fourth  course  or  the  seventh 
and  eighth  years  will  begin  with  the  first  day  of  the  fourth  month  and 
continue  for  four  months.  By  this  plan  the  little  ones  will  get  physiol- 
ogy in  the  fall  when  the  weather  allows  all  of  them  to  attend,  while  the 
advanced  class  will  take  theirs  in  the  winter  when  they  are  in  school  most 
continuously.  If  a  book  is  used  in  the  last  two  or  three  courses  it  is  ad- 
vised to  read  it  orally  in  class,  but,  it  must  be  studied  and  learned  and 
the  teacher  must  explain  and  examine  to  enforce  its  teachings. 

FIRST  MONTH. 

WHY  WE  EAT. — Compare  food  of  plants  and  animals.  Some  of  the 
best  foods.  Food  to  body  what  coal  and  water  are  to  engine.  Variety  of 
food  necessary,  animal,  vegetable  and  mineral.  How  we  grow.  Constant 
waste  repaired  by  food.  Saliva;  its  purpose;  flows  more  freely  while  eat- 
ing. Gum  chewing  exhausts  salivary  glands.  Effects  of  tobacco  on  saliva. 

How  TO  EAT. — Chew  food  well.  Eat  slowly.  Do  not  eat  too  often. 
Do  not  eat  or  drink  too  much.  Drink  but  little  while  eating.  Give  rea- 
sons wherever  it  is  possible,  throughout  the  entire  course  in  physiology. 
Water  the  natural  drink  of  all  animals.  Always  be  cheerful  at  meal  time. 

SECOND  MONTH. 

THE  SKIN. — Its  structure,  use,  and  care.  Perspiration.  The  hair 
and  nails,  structure,  use  and  care  of. 

CLEANLINESS. — Teach  cleanliness  in  dress  and  person.  Necessity  of 
general  bathing.  When  to  bathe. 


26  PHYSIOLOGY-FIRST  AND  SECOND  YEARS. 

CLOTHES. — Clothes  keep  us  warm  but  do  not  make  us  warm.  Wet 
clothes.  Bad  effects  of  tight  clothing  about  the  neck,  waist,  limbs,  and 
feet.  Remove  rubbers  in  schoolroom.  Avoid  clothing  one  part  of  the 
body  warm  and  leaving  other  parts  exposed.  Do  not  change  suddenly 
from  thick  to  thin  clothing.  Keep  feet  warm  and  dry.  Necessity  for 
extra  clothing  when  exposed  to  cold  or  dampness. 

TEETH. — Number,  kinds,  use,  and  care.     Effects  of  tobacco  on  teeth. 

THIRD  MONTH. 

STOMACH  AND  INTESTINES. — Structure,  use,  and  care.  How  food  gets 
into  the  stomach,  and  finally  into  the  blood.  Name  and  describe  to  some 
extent,  the  more  important  organs  and  fluids  in  the  course. 

DIGESTION. — Simple  explanation  of  digestion  and  absorption.  How 
does  blood  carry  nutriment  to  all  parts  of  body? 


SECOND  YEAR. 


TEXT-BOOK. — Second  Reader. 

READING.— Second  reader  or  readers.  WRITING.— Careful  Practice. 

SPELLING.— From   readers   and   familiar    PHYSIOLOGY  AND  HYGIENE.— See  first  year. 
LANGUAGE.-In  connection  with  reading.      GENERAL    EXERCISES.  -  Music.  Drawing 
NUMBER.— Combinations  from  ten  to  twenty       Morals  and  Manners, 
with  much  concrete  work. 


READING. 

See  general  suggestions,  page  16. 

SUGGESTED  READING  BOOKS. — Around  the  World,  Book  I,  The  Morse 
Co.;  Pets  and  Companions,  G-inn  &  Co.;  Hiawatha  Primer,  Houghton, 
Mifflin  &  Co.;  Graded  Classics,  Book  II,  B.  F.  Johnson  Pub.  Co.;  Graded 
Literature,  II,  Maynard,  Merrill  &  Co.;  Stepping  Stones  to  Literature,  II, 
Silver,  Burdett  &  Co.;  Baldwin's  Second  Reader,  American  Book  Co.; 
Child  Life,  II,  The  Macmillan  Co.;  Taylor's  Second  Reader,  American 
Book  Co.;  Bow- Wow  and  Mew-Mew,  Maynard,  Merrill  &  Co. 

PURPOSES. — Same  as  indicated  under  First  Grade  Reading. 

SUGGESTIONS  AS  TO  METHOD. — Pictures  are  to  be  found  at  the  head  of 
many  lessons.  If  they  are  good  they  tell  enough  of  the  story  to  awaken 
a  desire  to  know  more.  The  children  describe  the  picture  before  reading 
the  lesson.  In  this  description  quite  likely  they  will  use  many  of  the 
new  words  which  will  occur  in  the  reading,  among  them  the  words  found 
at  the  head  of  the  lesson.  These  the  teacher  writes  upon  the  board  as  the 
children  mention  them  that  the  new  (printed)  forms  may,  through  the 
familiar  script,  be  associated  with  the  ideas  which  they  represent. 

The  teacher  may  state  the  subject  of  the  lesson  in  such  a  way  as  to 
arouse  the  interest  of  the  children;  e.  g.,  "We  shall  find  to-day  how  a 
little  dog  taught  his  master  a  lesson." 

The  teacher  should  have  plenty  of  illustrative  material  in  the  class — 
objects  and  pictures.  Pictures  are  not  so  good  as  the  real  things,  so,  if 
possible,  procure  objects — animals,  birds,  flowers,  etc. 


READING— FIRST  AND  SECOND  YEAR.  27 

To  break  up  habits  of  faltering  reading  and  to  lead  the  children  to 
recognize  instantly  a  group  of  words,  phrases  or  short  sentences  taken, 
perhaps,  from  a  previous  reading  lesson,  may  be  placed  upon  the  board 
in  a  column  and  covered  with  a  map  or  window-shade.  As  the  map  is 
rolled  up,  one  phrase  or  sentence  is  exposed,  and  quickly  erased.  A  child 
is  asked  to  give  it.  The  other  phrases  are  treated  in  the  same  way. 

For  further  suggestions  see  First  Year's  Reading. 

Phonics — The  pupils  sound  for  themselves  most  of  the  words  already 
in  their  speaking  vocabulary.  They  recognize  and  name  many  phono- 
grams; e.  g.,  all,  ame,  ow,  en,  which  they  have  derived  from  known  words. 
Taking  these  as  a  base,  form  other  words;  e.  g.,  to  all  they  prefix  b,  c,  f, 
g,  h,  t,  w,  making  the  words  ball,  call,  fall,  etc.  A  little  time  is  given  to 
this  work  every  day,  before  the  reading  lesson  begins.  It  is  sharpening 
the  tools  with  which  they  work  in  the  reading  recitation.  It  is  useless 
for  a  child  to  sound  out  any  word  not  already  in  his  speaking  vocabulary, 
for  he  would  not  recognize  the  word,  were  he  to  sound  it  correctly,  or 
long  words  and  words  difficult  because  of  unusual  sounds. 

If  the  new  word,  providing  it  is  in  their  speaking  vocabulary,  con- 
tains letters  which  have  more  than  one  sound,  the  children  try  first  one 
sound  and  then  another  until  they  have  a  word  which  makes  good  sense 
in  the  sentence.  The  pupils  will  not  find  the  letters  marked  in  their 
books,  and  the  teacher  wishes  to  encourage  them  to  read  by  themselves, 
therefore,  does  not  teach  the  markings  of  the  letters. 


NUMBER. 

REVIEW. — The  various  exercises  of  the  first  year  should  be  continued 
during  the  second  year.  The  work  includes: 

1.  The  equal  parts  of  the  composite  numbers  to  20  learned  with  rec- 
tangles made  of  inch-squares. 

2.  The  addition  table  to  9+9.     The  same  relation  stated  as  facts  of 
subtraction,  18—9  =  9. 

3.  Language  forms  both  oral  and  written  used  to  state  the  relations 
learned. 

4.  Problems  in  great  variety  of  the  five  forms  taught  in  the  first  year. 
Use  frequently  standard  weights  and  measures. 

SUGGESTIONS. — 1.  Employ  the  activities  of  the  children  in  drawing  and 
making  where  measurements  are  required.  Gradually  require  greater 
precision  in  measuring. 

2.  Objects  should  be  used  as  in  the  first  grade,  whenever  new  facts 
or  new  processes  are  to  be  learned.     Encourage  the  pupils  to  learn  new 
facts  by  comparison  of  known  facts. 

3.  The  parts  of  even  numbers  are  more  easily  learned  than  the  parts 
of  odd  numbers. 

4.  Odd  numbers  may  be  studied  by  comparison  with  the  even  num- 
bers lying  next  to  them.     Since  6  +  6  =  12,6  +  7  must  be  13.     Along  with 
the  ordinary  names  of  the  numbers  11-19,  name  them  as  they  are  written, 
ten-one,  ten-two,  ten-three,  etc. 


NUMBER-SECOND  YEAR. 


5.  Teach  pupils  in  finding  such  sums  as  9+4  to  take  enough  from 
the  smaller  number  to  make  the  greater  number  10.  Nine-four  equals 
ten-three.  Extend  the  series  of  2^X4  drill  cards  described  on  page  23 
to  include  all  combinations  up  to  10+10.  The  dots  may  be  made 
with  an  inked  cork.  Group  any  number  of  dots  always  in  the  same 
fashion,  thus: 


0 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

6.  Keep  up  a  constant  review,  using  the  old  facts  in  new  relations. 
FIRST  MONTH. 

The  equal  parts  of  12  studied  through  rectangles  2"X6"  and  3"X4". 
The  dozen  and  its  parts.  The  foot-rule  and  its  equal  parts.  Compare  it 
with  strips  1"X2",  1"X3",  1//X4",  and  1"X6".  (Read,  1  inch  by  6 
inches.)  The  year,  months  and  seasons.  Pupils  write  date  every  day, 
thus: 

Normal,  Illinois. 

Tuesday,  September  8,  1903. 

HOURS  ON  CLOCK  FACE. — Position  of  minute  hand  at  the  quarter  hours. 
Add  by  twos  to  12,  by  threes,  by  fours,  by  sixes.  Count  down  from  12 
in  the  same  way. 

SECOND  MONTH. 

The  unequal  parts  of  12.  The  unequal  parts  of  11.  Show  that  the 
inch  is  -jV  of  the  foot.  Learn  the  number  of  12ths  equivalent  to  •£,  £,  £, 
j,  using  the  foot  as  the  standard  of  reference  and  identifying  iV  with  the 
inch. 

Pupils  build  a  rectangular  solid  of  12  inch-cubes  and  point  out  £ 
of  12,  |  of  12,  etc. 

Pupils  fold  a  four-inch  paper  circle  into  quarters.  Locate  the  hour 
points.  Complete  the  clock-dial. 

THIRD  MONTH. 

The  equal  parts  of  14.  Question  on  weeks  and  days.  Count  by 
twos  to  14  and  back  again.  Divide  (measure)  14  by  all  smaller  numbers 
and  express  quotient  and  remainder  14-r-3  =  4i.  "Fourteen  divided  into 
threes  are  four  threes  with  two  over".  Learn  the  facts  by  measuring  a 
14-inch  line,  by  2-inch  strips,  3-inch  strips,  etc.  Give  many  concrete 
problems  involving  these  divisions. 

FOURTH  MONTH- 

The  unequal  parts  of  13.  Measure  13  by  smaller  numbers.  The 
equal  parts  of  fifteen,  Add  by  threes  to  15  Fifteen  should  suggest  a 


NUMBER-SECOND  YEAR.  18 

dozen  and  a  quarter-dozen,  a  foot  and  a  quarter-foot,  a  year  and  a  quarter- 
year.  Add  by  fives  to  sixty.  The  minute  divisions  of  the  clock  dial;  min- 
utes in  a  quarter  hour,  half  hour,  etc.  Repeat  and  write  multiplication  of 
fives  thus:  15  =  5.  2  5s  =  10.  3  5s  =  15,  etc.  \  of  all  numbers  to  15. 
\  of  20,  30,  40,  50,  etc.  Use  bundled  splints  and  compare  with  \  of  4, 
\  of  5,  etc. 

FIFTH  MONTH. 

Unequal  parts  of  15.  Equal  parts  of  16.  Build  rectangular  solid 
of  16  cubes.  Teach  the  pound  and  its  divisions.  If  a  set  of  grocer's  tea 
scales  with  iron  weights  are  available,  have  children  weigh  out  sand  in 
paper  boxes.  (Shelled  corn  will  do  where  there  is  no  sand.)  Provide 
foot-rulers  with  inches  divided  to  sixteenths.  Teach  i=i^,  i  =  -i*6, 
i=-rV  Measure  15  and  16  by  smaller  numbers.  Unequal  parts  of  16. 

SIXTH  MONTH. 

The  equal  parts  of  eighteen  taught  with  rectangles  3"  X  6"  and  2"  X  9". 
Build  rectangular  solid  of  inch  cubes.  Point  out  \  of  18,  etc.  Compare 
an  18-inch  line  with  the  foot,  with  the  yard.  18  should  suggest  a  foot 
and  a  half,  a  dozen  and  a  half,  a  year  and  a  half.  Add  by  twos,  threes, 
sixes,  nines  to  18.  The  unequal  parts  of  18.  Seventeen  studied  by 
comparison  with  18  and  16.  All  of  the  addition  facts  have  now  been 
learned.  Arrange  them  in  a  list,  thus: 

1        11        1        1 
+1    +2    +3    -K    +5,  etc. 

SEVENTH  MONTH. 

The  equal  parts  of  20.  Build  solid  of  20  inch-cubes  and  point  out 
fractional  parts.  Add  by  2s  to  20,  and  write  out  multiplication  table  of 
2s.  Measure  19  and  20  by  smaller  numbers  expressing  quotient  and  re- 
mainder. Daily  drill  upon  addition  table  until  such  a  form  as  8  is 
immediately  recognized  as  another  symbol  for  15.  +7 

23 
Adding  two-place  number  like   ,  ^  where  no  reduction  is  necessary. 

EIGHTH  MONTH. 

Make  a  list  of  the  facts  of  the  subtraction  table,  81  in  all,  thus: 

11         11         11         11         11         11 
-2     -3     -4     -5     -6     -7    etc. 


Build  a  3"X4"  rectangle  of   inch  squares.     Teach  the  terms  per- 
imeter and  area  and  the  manner  in  which  they  are  computed. 

Subtraction   of    two-place   numbers  like  _«o  with   no   reduction. 
Teach  with  bundled  splints. 


JO  WRITING-SECOND  AND  THIRD  YEARS. 

WRITING—  Second  and  Third  Years. 

MATERIALS.  —  One  copybook  for  the  entire  year,  good  ink,  pen  that 
will  not  scratch,  straight  holder,  penwiper,  blotter,  practice  paper,  fools- 
cap cut  in  sheets  about  the  size  of  copybook,  in  which  it  should  be  kept, 
and  blackboard. 

COPYBOOKS.  —  Use,  more  for  their  copies  than  their  writing  space. 
Refer  frequently  to  the  copies  and  study  forms  of  letters  and  words,  even 
when  writing  on  the  board  or  practice  paper. 

POSITION  AND  PENHOLDING.  —  Follow  directions  on  cover  of  copybook. 

CAPITALS.  —  A  good  plan  is  to  teach  the  capitals  incidentally.  When 
pupils  have  use  for  a  capital  teach  them  how  to  make  it.  Near  the  close 
of  the  year  review  and  make  a  special  study  of  the  capitals.  Their  class- 
ification may  be  found  on  the  cover  of  almost  any  copybook. 

One  of  the  characteristics  of  vertical  writing  is  small  and  simple 
capitals.  Many  of  them  differ  from  the  small  letters  only  in  size. 

SMALL  LETTERS.  —  Take  up  the  small  letters  by  groups  (See  Fig.  1), 
giving  special  attention  to  the  types.  Do  not  make  letters  large.  Many 
teachers  require  children  to  write  a  large  hand.  It  requires  more  work 
to  correct  this  than  to  teach  properly  at  first. 

Qf  groups  1  and  6,  teach  w  as  the  type.  Show  that  its  first  part  is 
like  i  and  u;  its  last  part  like  v  and  b.  Show  the  common  fault  of  a 
sprawling  w,  caused  by  making  the  last  part  too  wide,  and  not  finishing 
with  right  horizontal  curve.  Teach  pupils  to  criticise  their  own  work. 
Practice  w  by  itself.  Write  small  words  beginning  with  it,  or  with  i,  u, 
v  or  b.  In  body  writing  induce  special  care  for  these  five  letters  to  fix 
the  correct  mental  picture  of  each  and  the  habit  of  making  it: 


r> 

i 


oo  a 
d  c     c    a 

ir 


FlGURBl. 


Of  groups  2  and  3,  take  h  as  the  type.  Compare  Ti  with  n,  m,  v,  x, 
y,  z,  and  p;  they  all  have  a  part  in  common.  Notice  especially  the  broad, 
round  turn  at  the  top:  Learn  first  to  make  n. 


n 


nru  nrt  m,  nrv 

FIGURE  2. 

Figure  2  is  suggestive  for  the  first  lesson,  which  should  be  written 
at  the  board.  For  the  next  lesson  review  briefly  and  continue  by  having 
each  pupil  write,  at  the  board,  a  square  yard  of  ra's.  For  the  next,  on 
practice  paper  review  w  and  take  up  v.  Teach  its  form  and  have  short 


WRITING— SECOND  AND  THIRD  YEARS.  31 

words  written  which,  begin  with  v.  For  the  next,  write  in  copybook  the 
copy  that  uses  the  greatest  number  of  letters  belonging  to  group  2,  Fig. 
1.  For  the  next,  write  a  quotation  on  the  board  to  be  copied,  and  under- 
line the  letters  of  group  2  wherever  they  occur. 

The  unit  of  purpose  in  these  lessons  is  the  element  common  to  group 
2 — the  last  part  of  h,  which  should  be  carefully  made.  Not  less  than  a 
month's  work  should  be  given  to  group  2.  Work  first  for  correct  form, 
then  for  rapidity. 

The  upper  loop  should  then  be  taken  up.  Because  of  its  importance 
teach  it  thoroughly  according  to  the  plan  given  above.  Teach  all  the 
letters  of  group  3  in  the  same  connection  and  write  words  containing 
them.  Review  groups  1  and  2. 

Of  groups  4  and  5  take  g  as  a  type.  Let  the  method  described  for 
h  be  suggestive.  Simplify  the  process  by  teaching  first  a,  and  other  let- 
ters of  group  4;  then  ;',  and  others  of  group  5.  Review  groups  1,  2,  and 
3;  use  the  copybook  and  practice  freely  on  foolscap. 

I    2.   3 

FIGURE  3. 

FIGURES. — At  some  time  during  the  year  teach  pupils  to  make  figures 
rapidly  and  well.  Their  constant  use  is  demanded  in  a  practical  way. 
Do  not  allow  bad  forms  in  the  blackboard  work  in  arithmetic.  Compel 
neatness.  

THIRD  YEAR. 


TEXT-BOOKS. — Third  Reader,  Language  Book,  Primary  Arithmetic, 
Primer  of  Physiology. 

READING.— Third  reader  or  readers.  WRITING.— See  second  year. 

SPELLING.— Words  from  all  lessons,  homo-  PHYSIOLOGY    AND    HYGIENE.  —  Primary 

nyms,  synonyms,  etc.  work. 

LANGUAGE.— More  distinctive  work  than  GENERAL  EXERCISES.— Music,  Drawing, 

preceding  years.  Morals    and     Manners,    Agriculture, 

NUMBER — Primary  text-book.  Household  Arts. 

READING. 

See  general  suggestions,  page  16. 

READING  FOR  THIRD  YEAR. — Third  Reader  or  Readers,  as  adopted  by 
Board  of  Directors. 

ADDITIONAL  READING. — Stepping  Stones  to  Literature,  Book  III,  Sil- 
ver, Burdett  &  Co.;  McMurry's  Robinson  Crusoe,  Public  School  Publish- 
ing Co.;  Stickney's  .ZEsop's  Fables,  Ginn  &  Co.;  Andersen's  Fairy  Tales, 
Ginn  &  Co.,  American  Book  Co.;  Baldwin's  Old  Stories  of  the  East, 
American  Book  Co.;  Child  Life — Third  Reader,  Macmillan  Co.;  Steven- 
son's Child's  Garden  of  Verse,  Rand,  McNally  &  Co.;  Stories  of  Indian 
Children,  Public  School  Publishing  Co.;  Golden  Book  of  Choice  Reading, 
American  Book  Co.;  Graded  Literature,  Third  Reader,  Little  Lame  Prince, 
Maynard,  Merrill  &  Co. 

GENERAL  SUGGESTIONS. — The  pupil  who  enters  the  third  and  fourth 
grades  still  has  difficulty  in  pronouncing  words.  This  may  arise  because 


32  READING— THIRD  YEAR. 

the  printed  words  are  new  to  him;  or  their  use  may  be  uncommon  from  the 
form  of  classics  which  are,  nevertheless,  appropriate  in  spirit  to  these 
grades;  or,  even  though  common,  they  lie  outside  of  his  vocabulary.  The 
work  with  phonics  as  suggested  in  the  lower  grades  should  be  continued. 
Lists  of  the  difficult  words  should  be  selected  in  advance,  written  on  the 
board  and  drilled  upon  until  the  pupil  is  able  to  pronounce  them  readily. 
Here  is  a  place  where  the  concert  method  of  recitation  is  good  to  use  oc- 
casionally. Care  must  be  taken  to  think  of  the  words  as  used  in  the  text; 
hence,  if  the  words  are  written  on  the  board,  find  them  also  in  the  book. 
The  purpose  of  this  is  to  keep  the  pupil  near  the  thought,  by  recognizing 
the  word  in  its  setting. 

The  pupil  will  often  read  in  a  hesitating  manner.  This  is  often  due 
to  the  fact  that  he  has  not  studied  his  lesson  sufficiently,  to  get  the 
thought  and  to  learn  how  to  pronounce  the  difficult  words.  To  overcome 
this  difficulty  have  him  read  the  paragraph  silently.  In  case  he  comes 
across  words  and  phrases  that  trouble  him  let  him  indicate  these  to  his 
teacher  that  she  may  assist  him  over  the  trouble.  When  the  paragraph 
contains  many  difficulties  for  the  child,  the  teacher  may  clear  up  these 
difficulties  by  asking  a  few  well  directed  questions  to  be  answered  by  the 
pupil  in  the  words  of  the  text.  In  this  way  the  subject  matter  will  be 
analyzed  for  the  child,  and  he  will  be  led  to  use  the  words  of  the  book. 
Place  groups  of  words — phrases  or  clauses — upon  the  board  and  have 
the  child  who  hesitates  in  his  reading,  read  these  groups,  trying  to 
take  in  a  group  at  a  glance.  In  this  way  the  pupil  will  acquire  power  to 
look  ahead  in  his  reading.  He  will  see  groups  of  words  rather  than  in- 
dividual words.  (General  Suggestion  g,  page  17.) 

While  it  is  important  that  the  child  get  the  thought  from  the  printed 
page,  it  is  equally  desirable  that  his  feelings  be  aroused.  This  implies 
that  the  teacher's  feelings  be  not  in  an  altogether  dormant  condition 
while  she  is  attempting  to  teach  pupils  to  read.  If  the  child  is  not  in- 
terested in  what  he  is  to  read,  his  feelings  will  not  be  aroused.  If  a 
healthful  interest  cannot  be  awakened  in  what  is  to  be  read,  other  mate- 
rial in  which  he  is  interested  should  be  selected.  Relate  what  he  is  to 
read,  as  far  as  possible,  to  his  experiences.  Let  his  motor  activity  be 
utilized  at  this  point  by  having  him  give  expression  in  some  form  to  that 
which  he  reads.  Nothing  will  tend  to  create  a  deeper  interest  in  what  is 
being  read  than  this.  One  can  see  how  the  oral  expression  will  be  im- 
proved by  this  plan.  (General  Suggestions  h,  page  18.) 

Now  and  then  the  teacher  can  lead  the  child  to  give  the  right  ex- 
pression to  words,  or  groups  of  words,  by  a  well  directed  question  that 
will  turn  the  attention  of  the  pupil  to  the  thought. 

By  setting  up  an  aim  for  the  child  while  he  is  reading  silently,  the 
teacher  can  lead  him  to  have  a  genuine  motive  for  reading.  Frequently 
let  him  tell  in  his  own  language  what  he  has  gathered  from  the  printed 
page,  and  then  pass  on  without  the  oral  reading.  When  this  is  done  the 
reading  ought  to  be  relatively  easy  for  him.  In  fact,  it  is  well  occasion- 
ally to  put  comparatively  easy  reading  matter  into  the  hand  of  the  pupil 
for  rapid  sight  reading. 


READING-THIRD  YEAR.  33 

As  a  rule,  we  Americans  are  slovenly  in  our  speech.  We  do  not 
enunciate  or  articulate  our  words  with  enough  care.  There  should  be  a 
place  in  our  schools  where  this  may  be  improved  in  our  pupils.  Nothing 
but  accurate,  vigorous,  persistent  drill  will  do  good  in  this  work.  Inac- 
curate, semi-lifeless,  intermittent  effort  will  do  no  good.  Better  omit  the 
work  entirely  if  the  latter  plan  is  followed.  (General  Suggestions.) 

In  these  grades  it  is  important  to  teach  the  child  how  to  use  the  dic- 
tionary for  the  purpose  of  learning  two  things:  first,  How  the  word  is 
spelled;  second,  How  it  is  pronounced.  Do  not  use  it  for  the  meaning 
of  words.  This  can  better  be  developed  in  connection  with  the  text. 

The  use  of  the  dictionary  will  of  course  necessitate  careful  instruc- 
tion in  interpretation  and  use  of  diacritical  marks.  Drill  in  this  should 
not  come  in  the  reading  recitation,  but  rather  as  a  phase  of  the  teaching 
of  spelling,  as  correlated  to  the  reading. 

The  teacher  is  troubled  with  the  pupil  losing  his  place.  Investi- 
gate to  discover  why  this  is.  It  may  be  that  he  has  no  motive  before 
him  to  lead  him  to  want  to  read.  The  reading  matter  may  be  too  diffi- 
cult; it  may  be  too  simple.  His  thoughts  may  have  wandered.  If  so, 
bring  them  into  line  by  a  question  or  two. 

If  work  is  assigned  for  study  see  to  it  that  it  is  definite  and  within 
his  power  to  accomplish.  A  few  hints  thrown  out  as  to  what  is  found 
therein  will  often  create  a  desire  to  read. 

Stories  that  have  been  narrated  in  the  lower  grades  may  be  used  in 
this  as  reading  matter,  if  written  simply  enough.  Care  must  be  taken 
not  to  put  too  difficult  matter  before  the  child.  This  deadens  his  inter- 
est. He  comes  to  hate  his  reading  instead  of  having  a  love  for  it.  The 
reading  should  present  enough  that  is  difficult  to  make  the  pupil  reach 
upward.  He  needs  to  make  an  effort  and  to  know  it;  he  needs  to  feel 
that  he  is  gaining  power.  But  the  great  thing  here  is  adequate  teaching. 

SPEI/IJNG. 

Q-ENERAL  SUGGESTIONS  TO  TEACHERS. — 1.  Remember  that  language 
has  two  forms,  oral  and  written.  A  systematic  course  in  word  study 
should  give  careful  training  in  both  forms. 

2.  The  oral  word  appeals  to  the  ear — (sound)  pronunciation. 

3.  The  written  word  appeals  to  the  eye— (form)  letters  in  proper  order. 

4.  Correct  pronunciation  is  as  important  as  correct  spelling.     The 
large  majority  of  people  talk  (pronounce)  much  more  than  they  write 
(spell).     Do  not  neglect  either  pronunciation  or  spelling. 

5.  A  word  is  a  sign  of  an  idea,  a  vehicle  of  thought.     Put  meaning 
and  life  into  the  lessons  in  spelling.     Studiously  avoid  the  old-time,  par- 
rot-like, meaningless,  deadening  recitations  which  brought  this  subject 
into  disrepute  in  many  localities. 

6.  Do  not  waste  time  on  words  that  pupils  know  and  know  well. 

7.  Use  such  methods  as  will  lead  pupils  to  form  the  habit  of  study- 
ing carefully  all  new  words  as  they  come  to  them  in  their  lessons.     "Pro- 
nounce and  spell  difficult  words  of  all  lessons  of  the  month"  is  printed 
forty-eight  times  in  this  course  for  a  purpose. 


34  SPELLING-THIRD  YEAR. 

8.  Use  such  methods  as  will  train  pupils  in  the  "habit  of  exactness." 
If  a  pupil  habitually  misses  a  few  words  of  each  lesson  throughout  his 
school  life  of  eight  or  ten  years  he  receives  a  large  amount  of  positively 
bad  training  that  will  be  detrimental  to  him  in  business  life. 

9.  Teachers  should  bear  in  mind  that  in  the  limited  space  it  is  im- 
possible to  outline  a  complete  course  in  spelling.     Definite  work  is  given 
for  each  month,  but  many  of  the  exercises  are  suggestive  only  and  should 
be  supplemented  by  others  prepared  by  the  teacher.     The  work  should 
be  adapted  to  the  pupils  rather  than  blindly  adopted. 

SPECIAL  SUGGESTIONS  FOE  THIRD  AND  FOURTH  YEARS. — 1.  The  exer- 
cises with  synonyms,  homonyms,  and  antonyms  should  lead  to  the  habit 
of  similar  study  with  other  words  in  the  regular  lessons  in  reading,  lan- 
guage, etc. 

2.  Pupils  of  this  grade  delight  in  "word  building."     Hence  the 
exercises  with  common  English  prefixes  and  suffixes.     These  exercises 
are  intended  primarily  for  word  building.     Analysis  of  words  containing 
the  same  affixes  is  planned  for  the  corresponding  months  of  the  fifth  and 
sixth  years. 

3.  In  crowded  country  schools  most  of  the  exercises  in  word  study 
can  be  done  in  connection  with  the  recitations  in  reading  and  language. 

ALTERNATION. — The  course  in  spelling  for  third  and  fourth  years  is 
planned  to  alternate  from  year  to  year  so  that  in  schools  crowded  with 
recitations  there  should  be  but  one  class  in  spelling  for  these  two  years. 
To  keep  up  the  same  order  of  alternation  already  well  established  in  many 
localities  have  all  pupils  of  third  and  fourth  years  study  Fourth  Year  Spell- 
ing during  the  school  year  of  1903-04,  Third  Year  Spelling  during  the 
school  year  of  1904-05,  and  so  continue  to  alternate  from  year  to  year. 

FIRST  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  objects  in  the  school  room.     Names  of  fruits. 

3.  Use  correctly  in  sentences:  adds,  adz;  bad,  bade;  be,  bee;  beat, 
beet;  blew,  blue;  bail,  bale;  bowl,  boll;  cent,  sent,  scent;  cellar,  seller; 
dew,  due. 

4.  Give   synonyms:    add,   arouse,  admit,   applaud,  arrange,   beak, 
bring,  beach,  brisk,  book. 

5.  Give  words  of  opposite  meaning:  alike,  absent,  bless,  cold,  come. 

6.  Make  a  list  of  words  to  which  less  can  be  annexed.     (Note  change 
in  spelling  such  words  as  mercy,  merciless.) 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  boys.     Names  of  girls.  « 

3.  Homonyms:    fair,  fare;    flea,    flee;  forth,  fourth;  flew,  flue;  him, 
hymn;  hole,  whole;  hart,  heart;  hare,  hair;  heal,  heel;  hoes,  hose. 

4.  Give  synonyms:  branch,  bear,  brave,  brim,  crowd,  catch,  clad, 
clasp,  cross,  calm. 

5.  Give  antonyms:  cheap,  deep,  down,  dark,  evil. 


SPELLING— THIRD  YEAR.  35 

6.  List  of  words  to  which  er  can  be  annexed.     (Note  change  in  spell- 
ing such  words  as  drive,  driver;  rob,  robber.) 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  trees.     Names  of  flowers. 

3.  Homonyms:  knead,  need;  knew,  new,  gnu;  knot,  not;  leak,  leek; 
limb,  limn;  mail,  male;  mite,  might;  miner,  minor;  mantel,  mantle;  nose, 
knows,  noes. 

4.  Give  synonyms:  cute,  doze,  dim,  drone,  damage,  entreat,  exact, 
encircle,  frail,  freeze. 

5.  Give  antonyms:  former,  far,  friend,  false,  fine. 

6.  List  of  words  to  which  y  can  be  annexed.     (Note  change  in  spell- 
ing such  words  as  fun,  funny;  ease,  easy.) 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  parts  of  a  house.     Names  of  building  materials. 

3.  Homonyms:  nay,  neigh;  pain,  pane;  pail,  pale;  pole,  poll;  rap, 
wrap;  ring,  wring;  sun,  son;  slay,  sleigh;  some,  sum;  sew,  sow,  so. 

4.  Give  synonyms:  globe,  grace,  garb,  greet,  ghost,  glad,  gaunt, 
grief,  heap,  harm. 

5.  Give  antonyms:  good,  gay,  high,  inhale,  kind. 

6.  List  of  words  to  which  un  can  be  prefixed. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  occupations.     Names  of  tools  used  by  carpenters. 

3.  Homonyms:  steal,  steel;  stake,  steak;  sees,  seize,  seas;  time,  thyme; 
to,  too,  two;  tacks,  tax;  team,  teem;  tale,  tail;  bin,  been;  dear,  deer. 

4.  Give  synonyms:   hale,  hue,  hot,  jeer,  kirk,  lure,  leap,  mire,  meal, 
mar. 

5.  Give  antonyms:  keen,  long,  little,  loss,  more. 

6.  List  of  words  to  which  mis  can  be  prefixed. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  applied  to  relatives.    Names  of  materials  used  for 
clothing. 

3.  Homonyms:  gait,  gate;  brake,  break;  bough,  bow;  haul,  hall;  ail, 
ale;  beach,  beech;  bred,  bread;  coarse,  course;  find,  fined;  gilt,  guilt. 

4.  Give  synonyms:  naught,  prim,  pick,  prate,  prop,  predict,  profit, 
quell,  rage,  roam. 

5.  Give  antonyms:  open,  often,  proper,  quick,  reduce. 

6.  List  of  words  to  which  hood  can  be  annexed. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  parts  of  the  body.     Names  of  diseases. 

3.  Homonyms:  hide,  hied;  load,  lode;  lo,  low;  moan,  mown;  metal, 
mettle;  none,  nun;  pray,  prey;  peer,  pier;  rote,  wrote;  rain,  rein,  reign. 


36  LANGUAGE— THIRD  YEAR. 

4.  Give  synonyms:  result,  release,  sheaf,  sire,  seem,  spring,  sign, 
skip,  search.,  sear. 

5.  Give  antonyms:  rich,  rare,  straight,  simple,  smile. 

6.  List  of  words  to  which  let  can  be  annexed. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  articles  of  food.     Names  of  insects. 

3.  Homonyms:  rice,  rise;  road,  rode,  rowed;  size,  sighs;  ton,  tun; 
shone,  shown;  waist,  waste;  flour,  flower;  holy,  wholly;  fort,  forte. 

4.  Give  synonyms:  shun,  silent,  strife,  twig,  trite,  tact,  trade,  tarry, 
uproar,  vend. 

5.  Give  antonyms:  sharp,  saint,  tight,  tough,  thin. 

6.  List  of  words  to  which  dom  can  be  annexed.     (Note  change  in 
spelling  such  words  as  wise,  wisdom.) 


I,ANGUAGE. 

SUGGESTIONS  TO  TEACHERS. — The  language  work  of  the  third,  fourth, 
fifth,  and  sixth  years  of  this  course  deals  with  the  art  of  speech  alone. 
Children  are  not  ready  for  the  analytic  work  which  English  Grammar 
as  a  science  demands  before  the  seventh  year  of  school  life;  but  they 
must  begin  to  acquire  power  in  using  language  correctly,  effectively,  and 
easily  before  that  time  if  they  are  ever  to  do  so. 

The  work  of  the  third  and  the  fourth  year  is  arranged  for  alterna- 
tion as  well  as  that  of  the  fifth  and  the  sixth.  But  two  courses  in  lan- 
guage therefore  are  taught  each  year.  Recitations  may  alternate  with 
seat  work.  In  this  way  but  one  period  a  day  need  be  set  aside  for  the 
language  work  of  the  pupils  of  the  four  years. 

The  chief  aims  of  the  work  are  the  correction  of  bad  habits  of  speech, 
the  enrichment  of  the  reading,  the  speaking,  and  the  writing  vocabulary, 
and  the  habit  of  simple,  easy,  and  accurate  expression  of  thought.  Inci- 
dentally many  points  of  form  in  connection  with  written  work  should  be 
taught. 

COMMON  ERRORS. — If  children  never  heard  errors  in  language  they 
would  probably  speak  correctly  with  little  drill  or  instruction.  But  since 
it  is  impossible  to  secure  such  conditions,  teachers  must  co-operate  with 
parents  in  the  correction  of  bad  habits.  This  work  must  be  done  sys- 
tematically and  persistently.  A  teacher  must  correct  many  types  of  error 
each  day,  but  one  kind  of  mistake  at  a  time  should  be  attacked  with  spe- 
cial vigor.  Not  much  can  be  accomplished  unless  a  school  spirit  in  favor 
of  improvement  in  speech  is  aroused,  but  a  tendency  towards  unkind 
criticism  should  be  guarded  against. 

In  each  month  of  the  course  a  drill  intended  to  correct  some  one 
type  of  common  mistake  is  suggested.  This  work  should  be  so  done  as 
to  call  as  little  attention  as  possible  to  the  wrong  form.  Write  sentences 
on  the  board  leaving  blanks  for  doubtful  words.  Ask  children  to  fill  the 
blanks.  If  this  is  done  by  guessing,  the  teacher  should  insert  correct 
words  in  sentences  enough  to  enable  children  to  deduce  a  simple  rule 


LANGUAGE-THIRD  YEAR.  37 

which  is  not  technical;  e.  g.,  when  speaking  of  one,  use  is  and  was,  etc. 
Let  the  correct  sentences  be  repeated  orally  and  written  until  the  right 
form  becomes  easy  and  natural.  Errors  made  in  all  classes  should  be 
corrected  whenever  this  will  not  embarrass  the  pupil  in  the  expression  of 
his  thought. 

POEMS. — The  good  writer  and  talker  must  be  able  to  express  himself 
clearly  and  effectively  as  well  as  grammatically,  and  in  order  to  do  this 
he  must  have  a  good  vocabulary.  The  best  ways  to  add  to  one's  stock  of 
words  are  to  listen  to  good  talkers,  to  read  good  books,  and  to  commit  to 
memory  passages  of  prose  and  poetry  that  are  really  worthy.  Poems 
suitable  for  study  are  included  in  the  work  of  each  month.  In  the  work 
of  the  younger  pupils  the  poems  should  be  read  by  the  teacher  and  stud- 
ied in  class  part  by  part.  The  whole  or  a  part  of  the  poem  should  be  written 
on  the  board,  then  copied  and  learned  by  the  pupils.  Children  will  in 
this  way  learn  with  delight  poems  which  they  could  not  read  by  them- 
selves with  understanding  or  pleasure.  Poems  should  not  be  recited  in 
concert. 

The  increase  in  the  vocabulary  of  the  children  is  but  one  of  the  rea- 
sons for  including  some  study  of  literature  in  a  language  course.  The 
lessons  in  literature  give  the  pupils  something  to  think  about  and  talk 
about,  and  suggest  a  variety  of  written  exercises.  The  younger  pupils 
will  enjoy  the  poems  without  any  consciousness  of  why  they  like  them, 
but  in  the  higher  grades  effective  expressions  and  passages  should  be 
pointed  out  and  the  means  of  producing  effects  should  be  noted.  In  this 
way  the  pupils  will  be  led  to  take  a  more  vital  and  intelligent  interest  in 
their  own  composition  work,  and  they  should  also  take  a  keener  delight 
in  the  poems  themselves. 

COMPOSITION  WORK. — Much  composition  work,  oral  and  written,  is 
necessary,  that  one  may  use  new  words  easily  and  naturally.  Welling- 
ton's maxim,  "Have  something  to  say  and  say  it,"  might  well  serve  as  the 
text  of  a  good  composition.  The  first  element  is  fundamental;  therefore 
composition  work  should  grow  out  of  the  experience  and  the  interests  of 
the  pupil.  The  interests  of  the  season  and  the  relative  difficulty  of  narra- 
tive, descriptive,  and  explanatory  writing  have  influenced  the  choice  of 
subjects  suggested  for  the  different  months.  An  effort  has  been  made  in 
most  months  to  relate  in  some  way  the  subjects  for  composition  and  the 
poems,  but  not  much  reproduction  is  advised,  as  a  fine  bit  of  literature 
may  be  spoiled  by  the  serious  attempt  to  reproduce  the  thought. 

Spontaneous  self-expression  is  the  most  important  thing  to  be  gaineb 
in  this  work.  Pupils  should  be  encouraged  to  express  themselves  dy 
other  means  than  words.  Let  them  illustrate  what  they  read  as  well  as 
what  they  write  with  pencils,  colored  crayons,  or  water  colors,  or  by  clay 
modeling  or  simple  dramatization. 

A  language  course  must  be  suggestive  largely.     Every  good  teacher 

will  modify  it  and  add  to  it   according  to  the  special  needs  of  her  pupils, 

the  other  work  of  the  school,  especially  that  in  reading  and  nature  study, 

and  the  interests  of  the  community.    Only  two  or  three  compositions  a 


38  LANGUAGE-THIRD  YEAR. 

month  are  suggested  but  at  least  one  written  exercise  a  week  should  be 
required. 

CONVERSATION  LESSONS  are  necessary  for  (1),  the  development  of  gen- 
eral principles  of  writing;  (2),  instructions  about  paragraphing,  margins, 
punctuation,  etc.;  (3),  discussion  of  subjects  assigned  for  composition; 
and  (4),  comment  upon  corrected  compositions. 

SPECIAL  PROGRAMS. — A  part  of  a  session  might  well  be  set  aside  occa- 
sionally for  an  exercise  to  which  the  friends  of  the  school  are  invited. 
These  exercises  should  illustrate  the  regular  work  of  the  school.  Poems 
learned  in  class  should  be  recited,  the  best  compositions  of  the  preceding 
weeks  read,  etc.  The  courses  suggest  suitable  material  for  Thanksgiving, 
Christmas,  Arbor  day,  Bird  day,  and  Flower  day  programs,  as  well  as 
exercises  in  memory  of  Washington,  Lincoln,  Longfellow,  Whittier,  etc. 

BOOKS. — Every  school  library  should  contain  copies  of  the  poems  of 
Longfellow,  Whittier,  Lowell,  and  Bryant.  Houghton,  Mifflin  &  Co.  have 
published  in  their  Riverside  Literature  series  the  best  poems  for  school 
work  written  by  different  American  authors,  as  well  as  biographical 
sketches  of  the  authors.  These  extra  numbers  are  thirty  cents  each. 
C.  M.  Parker,  of  Taylorville,  Illinois,  also  publishes  good  school  biogra- 
phies of  American  authors,  each  accompanied  by  selections  from  the 
author's  works.  Single  numbers  are  ten  cents.  These  books  contain  a 
number  of  the  poems  suggested  and  others  can  be  found  in  the  Penny 
Classic  series  published  by  Mr.  Parker. 

A  few  miscellaneous  collections  of  pieces  suitable  for  study  should 
be  owned  by  teacher  or  school.  Collections  suggested  are:  The  School 
Speaker  and  Reader,  William  DeWitt  Hyde  (Ginn  &  Co.);  Stepping  Stones 
to  Literature,  third,  fourth,  fifth,  sixth  and  seventh  grades  (Silver,  Bur- 
dett  &  Co.);  Lights  to  Literature,  third,  fourth,  fifth,  sixth  and  seventh 
books  (Rand,  McNally  &  Co.);  Special  Days  in  School  (School  Education 
Company,  Minneapolis,  Minn.);  Graded  Literature  Readers,  third,  fourth, 
fifth,  sixth  and  seventh  books  (Maynard,  Merrill  &  Co.). 

Suggestive  and  inexpensive  books  for  teachers  are  Rankin's  Everyday 
English  (Educational  Publishing  Company),  and  Scott  &  Denny's  Ele- 
ments of  English  Composition  (Allyn  &  Bacon). 

ALTERNATION. — Fourth  Year  Language  should  be  taught  during  the 
school  year  1903-4,  Third  Year  Language  during  1904-5,  Fourth  Year 
Language  again  during  1905-6,  and  so  continue  to  alternate. 

FIRST  MONTH. 

I.  Correct  use  of  their,  there,  to,  too,  two.     They  brought  lunch. 

it  is.     I  am  going town buy books.     Mary 

is  going, 

H.  Poems. — 1.  Robert  of  Lincoln. — Bryant.     2.  Nightfall  in  Dordrecht. 

—Field. 

IH.  Compositions. — 1.  The  happiest  day  of  my  vacation.     When  wa«  it? 
Where  were  you?     Who  was  with  you?    What  did  you  do?     2.  A 
cousin  from  the  city  has  visited  you.     You  took  him  around  the 
farm.     Write  five  questions  he  asked.     Write  your  answers. 
IV.  How  statements  and  questions  begin  and  end.    Margins. 


IANGUAGE— THIRD  YEAR.  39 

SECOND  MONTH. 
I.  Correct  use  of  teach,  learn. 
II.  Poems.— 1.  The  Corn  Song.— Whittier.     2.  The  Kitten  and  The 

Falling  Leaves. — Wordsworth. 

HI.  Compositions. — 1.  Our  garden.   Where  is  it?   Who  made  it?    What 
did  he  do  first?     When  did  he  do  it?    What  did  he  plant?    What 
helped  the  seed  to  grow?     2.  A  letter  to  a  friend. 
IV.  Chief  points  of  form  in  connection  with  letters. 

THIRD  MONTH. 

I.  Correct  use  of  saw,  seen,  did,  done. 

II.  Poems. — 1.  Thanksgiving  Song. — Emerson.     2.  Down  to  Sleep. — 
Helen  Hunt  Jackson. 

III.  Compositions. — Subjects  to  be  discussed  in  class,  then  suggestive 

outline  placed  on  board  as  in  first  month.  1.  What  has  become 
of  the  summer  products  of  the  farm?  2.  How  the  farmer  pre- 
pares for  winter.  3.  Plans  for  Thanksgiving. 

IV.  The  paragraph — its  form  and  content. 

FOURTH  MONTH. 
I.  Correct  use  of  ait,  set. 

n.  Poems. — 1.  Why  Do  Bells  for  Christmas  Ring?  —  L.  A.  Coonley 
Ward.      (Sometimes  attributed  to  Field).       2.    Piccola. — Celia 
Thaxter. 
HI.  Compositions. — 1.  Christmas  in  other  lands.     Germany,  England. 

2.  The  work  of  frost. 
IV.  Use  of  hyphen  in  words  divided  at  the  end  of  a  line. 

FIFTH  MONTH. 
I.  Correct  use  and  proper  position  of  I  and  me,  he  and  him,  tike  and  her. 

John  and went  home.    He  spoke  to  John  and She  invited 

Mary  and 

IT.  Poems. — Nobility. — Alice  Gary.     2.  Our  Flag. — Margaret  Sangster. 
HI.  Compositions. — 1.  Each  pupil  tell  a  story  of  Lincoln's  early  life — 

(oral).     2.  Tell  what  Lincoln  did  for  our  country. 
IV.  Particular  names  of  persons  and  places  begin  with  capital  letters. 

SIXTH  MONTH. 
I.  Correct  use  of  very,  awful. 
II.  Poems. — 1.  The  Children's  Hour. — Longfellow.     2.  Selections  from 

' 'Hiawatha's  Childhood. ' ' — Longfellow. 

HE.  Compositions. — 1.  Description  of  Longfellow's  early  home.     2.  De- 
scriptions of  Indian  life  and  customs. 

IV.  Teach  by  illustration  the  use  of  the  comma  in  a  simple  series  of 
terms. 

SEVENTH  MONTH. 
I.  Correct  use  of  good,  well. 

IL  Poems. — 1.  Planting  of  the  Apple  Tree. — Bryant.    Different  children 
learn  different  stanzas.     2.  Hiawatha's  Sailing,  (first  106  lines).  | 
Longfellow.    Different  children  learn  different  prats. 


40  NUMBER— THIRD  YEAR. 

ITT.  Compositions. — 1.  Describe  and  draw  some  tree.  See  if  other  pupils 
can  guess  what  one  you  had  in  mind.  2.  Uses  of  the  trees  you 
know. 

IV.  Make  lists  of  words  which  best  describe  certain  trees,  e.  g.,  elm,  apple. 

EIGHTH  MONTH. 
I.  Correct  the  use  of  them  for  those. 

II.  Poems. — 1.  The  Brook. — Tennyson.     2.  Spring. — Celia  Thaxter. 
HI.  Compositions. — 1.  Tell  how  to  plant  and  care  for  your  favorite  gar- 
den flower  or  vegetable.     2.  A  conversation  between  a  violet  and 
a  dandelion. 

IV.  Copy  a  conversation  from  your  reader.  Chief  points  of  form  in  a 
written  conversation. 

NUMBER. 

GENERAL  DIRECTIONS. — The  work  of  the  year  includes  the  mastery  of 
addition  and  subtraction,  the  partition  and  measurement  of  most  com- 
posite numbers  to  81,  and  the  multiplication  table.  Frequent  exercises 
with  the  groups  of  fractions,  |,  £,  |,  iSr ;  |,  i,  i>  i»  iV;  i,  i,  iV  should  be 
kept  up  during  the  year.  The  construction  work  should  be  continued. 

There  will  be  needed  a  tape-line,  yard-sticks,  1,000  inch-squares  of 
cardboard,  100  inch-cubes,  a  box  of  No.  8  rubber  bands  and  2,000  wood 
toothpicks  or  match  sticks  bundled  into  tens  and  hundreds. 

The  class  should  take  up  some  good  primary  text-book,  but  the  text- 
book should  be  used  only  for  problems  to  supplement  the  oral  work,  and 
for  drill  in  reading  the  language  of  arithmetic. 

New  topics  or  new  steps  in  processes  should  be  taught  orally  usually 
with  objects.  Concrete  problems  should  follow  touching  the  child's  ex- 
periences and  interests.  Abstract  numbers  are  useful  for  drill  if  the  pupil 
can  state  a  problem  that  fits  them. 

See  that  the  signs  X  and  -§-  are  clearly  understood.  Young  chil- 
dren often  fail  to  see  that  multiplication,  is  merely  uniting  equal  num- 
bers. 

1.  4  X  6  cents  is  read 
Four  times  six  cents. 

2.  -f-  X  8  cents  is  read 
Three-fourths  of  8  cents. 

3.  8tf  X  3|  is  read 

Eight  cents  multiplied  by  three  and  three-fourths,  and  means  three 
times  eight  cents  plus  three-fourths  of  eight  cents. 

4.  7"  X  9"  refers  to  dimensions  and  is  read  seven  inches  by  nine 
inches.     Note  that  in  1  and  2  above,  the  multiplier  precedes,  in  3  it  fol- 
lows the  multiplicand. 

If  15  cents  are  paid  for  oranges  at  3  cents  each,  we  find  the  number 
of  oranges  by  counting  off  the  15  cents  into  groups  of  3  cents  each.  We 
express  the  process 

-  3^-  5(3-cents);  or  30)_150 

5  (3  cents); 


NUMBER-THIRD  YEAR.  41 

and  read  it,  Fifteen  cents  divided  into  three-cents  equals  five  three-cents. 
This  process  is  called  measurement. 

If  15  cents  are  paid  for  three  pencils,  to  find  the  cost  of  each  pencil 
we  must  separate  the  15  cents  into  three  equal  groups.  We  express  the 
result.  |-  of  150  =  50,  or  150  -i-  3  =  50  3)  150 

50 

The  latter  two  expressions  are  read  15  cents  divided  by  3  equals  5  cents. 
This  process  is  called  partition. 

Notice  that  in  both  partition  and  measurement  the  dividend  is  sep- 
arated into  equal  numbers.  In  partition  the  size  of  the  equal  numbers 
is  wanted;  in  measurement  the  number  of  equal  numbers  is  sought. 

FIRST  MONTH. 

Add  by  10s  to  100.  Write  multiplication  table  of  tens.  2  10s  are 
20,  3  10s  are  30,  etc.  Show  with  inch-squares  that  2  10s  =  10  2s,  etc. 
Then  write  the  table  with  ten  as  a  multiplier.  Similarly  add  by  5s  to 
50.  Write  the  multiplication  table  of  5s  and  reverse  the  factors. 


Review  addition  facts  to  12  and 


Subtract  by  endings,  thus: 


11        21        31        41 
3333 


add  by  endings  to  100,  thus: 
9        19        29        39        49 
33333 

8        18        28        38 
12        22        32        42        52 
Equal  parts  of  21,  22,  24,  25,  26,  studied  with  rectangles  made  from  inch 
squares  as  in  the  first  year. 

Exercises  in  making  and  drawing  involving  measurements  to  six- 
teenths of  an  inch. 

SECOND  MONTH. 

Equal  parts  of  27,  28,  30,  32,  33.  Building  of  the  three-inch  cube. 
Question  upon  the  rows  and  layers  in  the  cube,  the  area  of  its  faces. 
Teach  mode  of  adding  fractions  in  the  series  ^-,  £,  ^,  iV>  by  reducing  to 
the  smallest  fractional  unit  used. 

Add  mixed  numbers  25|-    15f 


Measure  dimensions  of  tablet-page,  desk-top,  etc.,  to  the  eighth  of  an 
inch  and  add  to  obtain  perimeters.  Review  addition  and  subtraction 
tables  to  15  and  add  by  endings  to  100.  Subtraction  with  minuend  end- 
ding  in  3,  4,  5.  Add  by  3s  to  30.  Arrange  multiplication  table  to  3s  in 
both  forms.  Also  as  a  partition  table,  •§-  of  9  is  3,  •§-  of  12  is  4.  As  a 
measurement  table,  12  -r-  3  =4,  15  -f-  3  =5,  etc.  Reduce  yards  to  feet 
and  feet  to  yards. 

THIRD  MONTH. 

Equal  parts  of  35,  36,  40,  42,  44.  Build  solid  of  36  cubes.  Adding 
by  4s  to  40.  Multiplication  table  of  4s.  Reduce  bushels  to  pecks,  pecks 
to  bushels,  gallons  to  quarts,  quarts  to  gallons,  integers  to  halves,  thirds, 
fourths,  fifths,  tenths.  Subtraction  of  mized  numbers.  Review  addition 


42  NUMBER-THIRD  YEAR. 

facts  to  18  and  add  by  endings  to  100.  Subtraction — minuend  ending 
in  6,  7,  8.  Reduction  of  halves,  thirds,  fourths,  etc.,  to  integers.  Illus- 
trate work  in  fractions  with  divided  paper  circles.  Reading  and  writing 
numbers  to  1,000. 

FOURTH  MONTH. 

Equal  parts  of  48,  49,  50,  54,  55.     Build  solid  of  48  cubes;  of  50. 
Add  by  6s  to  60.     Multiplication  table  of  6s.     Add  mixed  columns  to 
100.     Teach  pupils  to  verify  their  work  by  adding  both  up  and  down. 
Frequent  oral  exercises  in  adding  numbers  as  pronounced.     Oral  two- 
step  problems,  as:  cost  of  8  barrels  of  flour,  if  5  barrels  cost  $20?   What 
is  4  of  35?    Multiply  two-place  numbers  by  integers. 
22        42        13        12£ 
3234 

Explain  thermometer  and  find  daily  variation  in  readings,  by  observ- 
ation and  subtraction. 

FIFTH  MONTH. 

Equal  parts  of  56,  60,  63,  64,  66.  Build  cube  of  64  inch-cubes. 
Add  by  7s  to  70,  make  and  learn  table  of  7s.  Problems  in  weeks  and 
days.  Continued  drill  in  addition  of  two-place  numbers.  Table  of  dry 
measure.  Subtractions  with  one  reduction  in  minuend.  Show  change 
with  bundled  splints. 

Simple  partitions:     2)64        3)96  etc. 

Reading  and  writing  numbers  to  10,000. 
SIXTH  MONTH. 

Equal  parts  of  70,  72,  75,  77,  81.  Continued  practice  in  addition 
and  subtraction.  Material  for  subtraction  problems  may  be  found  in  dates, 
men  and  events  studied  during  month,  distance  to  cities  of  which  the 
children  have  heard  (railroad  guide),  population  of  neighboring  villages, 
townships,  counties,  and  especially  in  measurements  made  by  class. 
Multiplication  table  of  8s,  multiplication  of  three-place  and  four-place 
numbers.  Measure  tablet  page,  window  pane,  etc.,  and  practice  com- 
puting areas  by  dividing  rectangle  into  rows  of  unit  squares.  Addition 
of  U.  S.  money. 

SEVENTH  MONTH. 

Continued  drill  in  addition,  subtraction,  multiplication.  Table  of 
9s.  Divide  (measurement)  numbers  20-30  by  divisors  2-10,  and  require 
corresponding  concrete  problems,  as  follows: 

30  —  2  =  15.  In  30  pints  there  are quarts. 

30  -  3  =  10.  In  30  feet  there  are yards. 

30  —  4  =  1\.  In  30  pecks  there  are bushels. 

30  —  5  =  6.  In  30  cents  there  are nickels. 

30  —  6  =  5.  In  30  sixths  there  are ones. 

30  —  7  =  4f .  In  30  days  there  are weeks. 

Division  of  three-place  numbers  by  2,  3. 


PHYSIOLOGY— THIRD  AND  FOURTH  YEARS.  4? 

EIGHTH  MONTH. 

Divide  31-40  as  in  last  month.  Teach,  forms  of  merchants'  bills. 
Buy  common  articles  and  compute  cost.  Teach  the  divisions  of  the  dial 
and  halves,  thirds,  fourths,  of  60.  Table  of  Time  Measure.  Divide  in- 
tegers by  fractions,  by  reducing  to  same  unit;  as  "6  days  is  how  many 
times  f  of  a  day?" 

PHYSIOLOGY  AND  HYGIENE— Third  and  Fourth  Years. 

NOTE. — See  note  at  head  of  First  and  Second  Year  Physiology  anc* 
Hygiene,  page  25. 

FIRST  MONTH. 

CIRCULATION. — Blood  the  river  of  life.  The  heart  a  wonderful  little 
pump.  Heart  forces  blood  to  all  parts  of  body.  Trace  course  of  blood 
through  body.  Uses  of  arteries,  capillaries,  and  veins.  Explain  differ- 
ence between  arteries  and  veins.  How  distinguish  between  flow  of  venous 
and  arterial  blood.  How  to  apply  bandages  to  stop  bleeding.  How 
alcohol  gets  into  the  blood.  Structure  of  heart.  Name  and  locate  the 
chambers  and  valves.  Examine  the  heart  of  some  animal  before  class 
Effects  of  alcohol  and  tobacco  on  heart  and  circulation. 

SECOND  MONTH. 

CARE  OF  BODY. — Cultivate  graceful  movements.  Take  exercise,  but 
not  too  long  or  too  violent,  as  jumping  rope,  running,  etc.  Avoid  sitting 
or  lying  on  damp  ground  or  in  a  draft,  especially  after  violent  exercise. 
Sit,  stand  and  walk  erect,  keep  bones  in  proper  position.  Always  breathe 
with  mouth  closed,  especially  in  winter.  Open  mouth  indication  of 
stupidity.  Put  on  extra  clothing  when  exposed  to  cold  and  dampness. 
Avoid  late  hours. 

THIRD  MONTH. 

TOBACCO. — History  and  composition  of  tobacco.  Use  is  filthy,  expen- 
sive, and  an  unnatural  habit.  Cigarettes  made  of  what.  Note  the  dis- 
tress of  digestive  organs  attending  first  experience  in  chewing  or  smoking. 
Cost  of  alcohol  and  tobacco. 

FIVE  SENSES. — Teach  the  five  senses,  their  uses,  and  improvement. 
Teach  also  voluntary  and  involuntary  muscles.  Habits  and  thoughts  are 
shown  in  the  face. 


44  READING-FOURTH  YEAR. 

FOURTH  YEAR. 


TEXT-BOOKS.  —  Third  Reader,  Language  Book,  Primary  Arithmetic, 

Primer  of  Physiology. 
READING.—  Another    third    reader   com-      WRITING.—  Movement,  position,  practice. 


TXT    A     4~~     i  %,  .  PHYSIOLOGY  AND    HYGiBNB.-See  third 

.  —  Words    from  lessons,  homo-  year 

nyms,  synonyms,  etc.  ~    '  ~.    , 

LANGUAGE.  -Composition,  punctuation,  GEOGRAPHY.-Oral  geography. 

study  of  poems.  GENERAL  EXERCISES.—  Music,   Drawing, 
ARiTHMETic.-Fundamental  operation  ;ele-  Morals    and     Manners,.1    Agriculture, 

mentary  text;  language  of  arithmetic.  Household  Arts. 


READING. 

For  directions  and  suggestions  see  page  31.  Read  these  and  those 
for  First  and  Second  Grades,  carefully. 

READING  FOR  FOURTH  YEAR.  —  Third  Reader,  as  adopted  by  Board  of 
Directors. 

ADDITIONAL  READING.  —  Fifty  Famous  Stories,  American  Book  Co.; 
Eggleston's  Stories  of  Great  Americans,  American  Book  Co.;  Longfellow's 
Hiawatha,  Houghton,  Mifflin  &  Co.;  Stories  of  Arabian  Nights,  Houghton, 
Mifflin  &  Co.;  Alice  in  Wonderland,  Hawthorne's  Wonderbook,  Hough- 
ton,  Mifflin  &  Co.;  A  Child's  Book  of  Poetry;  The  Water  Babies,  Maynard, 
Merrill  &  Co. 


To  THE  TEACHER.  —  Read  "General  suggestions  to  teachers"  on.  page 
33  of  this  Course;  also  "Special  suggestions  for  third  and  fourth  years" 
on  page  34. 

ALTERNATION.  —  As  explained  on  page  34,  spelling  for  third  and 
fourth  years  should  alternate  from  year  to  year.  During  the  school  year 
1903-4,  teach  fourth  year  spelling;  during  1904-5,  third  year  spelling; 
during  1905-6,  fourth  year  spelling,  and  so  continue  to  alternate  from 
year  to  year. 

FIRST  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  objects  seen  on  the  way  to  school.     Names  of 
vegetables. 

3.  Use  correctly  in  sentences:  all,  awl;  ate,  eight;  ball,  bawl;  bare, 
bear;  beau,  bow;  by,  buy;  cell,  sell;  climb,  clime;  die,  dye;  dun,  done. 

4.  Give  synonyms:   aid,  abide,  alike,  argue,  ample,  barge,  blink, 
brag,  bard,  blend. 

5.  Give  words  of  opposite  meaning:  above,  best,  break,  cool,  cry. 

6.  Make  a  list  of  words  to  which  ful  can  be  annexed.     (Note  change 
ai  spelling  such  words  as  beauty,  beautiful.) 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  wild  animals.     Names  of  domestic  animals. 

3.  Homonyms:   feat,  feet;   fore,  four;  fir,  fur;  grate,  great;  groan, 
crown;  hear,  here;  hew,  Ime;  hall,  haul;  herd,  heard;  in,  iuiL 


SPELLING-FOURTH   YEAR.  45 

4.  Give  synonyms:  break,  build,  bent,  crawl,  cleave,  cast,  climb, 
curve,  cheer,  charm. 

5.  Give  antonyms:  careful,  dry,  day,  dwarf,  ever. 

6.  List  of  words  to  which  en  can  be  annexed. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  birds.     Names  of  fishes. 

3.  Homonyms:  jam,  jamb;  know,  no;  kill,  kiln;  lead,  led;  lie,  lye; 
lessen,  lesson;  made,  maid;  main,  mane;  meat,  meet,  mete;  more,  mower. 

4.  Give  synonyms:  dig,  ditch,  dell,  drear,  enlarge,  error,  fang,  fight, 
fright,  finish. 

5.  Give  antonyms:  frigid,  feast,  first,  fat,  full. 

6.  List  of  words  to  which  ness  can  be  annexed.     (Note  change  in 
spelling  such  words  as  happy,  happiness.) 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  farm  products.     Names  of  farm  implements. 

3.  Homonyms:  pries,  prize;  plum,  plumb;  peal,  peel;  pour,  pore; 
red,  read;  stare,  stair;  sale,  sail;  sea,  see;  soar,  sore;  sole,  soul. 

4.  Give  synonyms:  gait,  glen,  gape,  growl,  green,  groove,  grand, 
glean,  heed,  hide. 

5.  Give  antonyms:  give,  glossy,  hard,  idle,  include. 

6.  List  of  words  to  which  ly  can  be  annexed.     (Note  change  in  spell- 
ing such  words  as  day,  daily.) 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  colors.     Names  of  kitchen  articles. 

3.  Homonyms:  scene,  seen;  serf,  surf;  seam,  seem;  threw,  through; 
their,  there;  toe,  tow;  tear,  tier;  wood,  would;  ware,  wear;  weak,  week. 

4.  Give  synonyms:  hail,  hold,  hinder,  joyous,  load,  law,  manse,  mad, 
old,  odd. 

5.  Give  antonyms:  large,  life,  low,  modern,  narrow. 

6.  List  of  words  to  which  in  (il,  im,  ir)  can  be  prefixed. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  applied  to  air  in  motion.     Water  in  motion. 

3.  Homonyms:  pair,  pare,  pear;  foul,  fowl;  peace,  piece;  urn,  earn; 
board,  bored;  base,  bass;  beer,  bier;  creak,  creek;  ceiling,  sealing;  flow, 
floe. 

4.  Give  synonyms:  mill,  niche,  pace,  prate,  pray,  plan,  permit,  po- 
lite, rare,  rouse. 

5.  Give  antonyms:  old,  painful,  past,  right,  retreat. 

6.  List  of  words  to  which  some  can  be  annexed. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  sounds  produced  by  animals.     Sounds  by  fowls. 


4fr  LANGUAGE-FOURTH  YEAR. 

3.  Homonyms:  gild,  guild;  leaf,  lief;  loan,  lone;  lane,  lain;  mean, 
mieii;  muscle,  mussel;  oar,  o'er,  ore;  plain,  plane;  profit,  prophet;  read, 
reed. 

4.  Give  synonyms:  read,  remain,  scour,  spire,  shake,  sour,  scene, 
steal,  steed,  sly. 

5.  Give  antonyms:  rough,  short,  strong,  sick,  slow. 

6.  List  of  words  to  which  under  can  be  prefixed. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  names  of  months  and  abbreviations.    Days  of  week  and 
abbreviations. 

3.  Homonyms:  right,  rite,  wright,  write;  raise,  rays,  raze;  slow,  sloe; 
throne,  thrown;  wade,  weighed;  faint,  feint;  bail,  bale;  draft,  draught; 
.you,  yew,  ewe. 

4.  Give  synonyms:  scent,  scorn,  soothe,  struggle,  twirl,  trait,  tease, 
tread,  terror,  unite. 

5.  Give  antonyms:  sweet,  success,  tame,  true,  wise. 

6.  List  of  words  to  which  ship  can  be  annexed. 


See  suggestions  to  teachers,  page  36. 

ALTERNATION. — Fourth  Year  Language  should  be  taught  during  the 
school  year  1903-4,  Third  Year  Language  during  1904-5,  Fourth  Year 
Language  again  during  1905-6,  and  so  continue  to  alternate  from  year 
to  year. 

FIRST  MONTH. 

I.  Correct  use  of  funny  and  queer. 

n.  Poems. — 1.  September  (The  golden  rod  is  yellow). — Helen  Hunt 
Jackson.  2.  The  Leap  of  Roushan  Beg. — Longfellow.  Read  and 
study  in  class.  Children,  learn  favorite  stanzas. 

HI.  Compositions. — 1.  Write  the  story  of  Roushan  Beg's  escape  as  you 
would  tell  it  to  a  little  child.  (Teacher  give  suggestive  outline.) 
2.  My  colt  (cat,  dog). 

IV.  Study  of  the  paragraph. 

SECOND  MONTH. 

I.  Correct  use  of  guess  and  think. 
H.  Poems. — 1.  October's  Bright  Blue  Weather. — Helen  Hunt  Jackson. 

2.  The  Pumpkin.— Whittier. 
TTT.  Compositions. — 1.  A  walk  through  the  fields.     What  changes  since 

September  (summer)?     2.  A  fishing  party  (picnic). 
IV.  Continue  study  of  the  paragraph. 

THIRD  MONTH. 

L  Correct  use  of  come,  came. 

II.  Poems.— 1.  The  Village  Blacksmith.— Longfellow.      2.  The  Moun- 

tain and  the  Squirrel. — Emerson. 


LANGUAGE— FOURTH  YEAR.  47 

TIT.  Compositions — Letters. — 1.  An  invitation  to  a  party.     2.  Letter  of 

thanks  for  a  gift. 
IV.  Review  forms  of  letters. 

FOURTH  MONTH. 
I.  Correct  use  of  stay,  stop. 
IE.  Literature. — 1.  The  Sparrow. — Celia  Thaxter.     2.  Read  to  the  class 

Dickens'  Christmas  Carol. 

HE.  Compositions. — What  birds  stay  here  in  winter?     Tell  how  you  could 
help  them.     2.  How  did  Scrooge  feel  about  Christmas?     Why  did 
his  feelings  change?     What  did  he  do  to  show  the  change? 
IV.  Choose  five  words  in  the  poem,  "The  Sparrows,"  you  would  not 
have  thought  to  use.     Try  to  find  as  good  a  one  for  each. 

FIFTH  MONTH. 

I.  Correct  use  of  like.     See  fifth  year,  sixth  month. 
IE.  Poems. — 1.  Paul  Revere's  Ride. — Longfellow.      2.    Selections  from 

Snowbound;  e.  g.,  The  storm,  the  kitchen  scene. 

m.  Compositions. — 1.  Our  living  room  in  winter.     2.  Our  winter  sports. 
IV.  Draw  forms  of  snowflakes.    Make  a  list  of  words  that  describe  snow- 
flakes. 

SIXTH  MONTH. 
1.  Correct  use  of  in,  into. 
IE.  Poems. — 1.    The  Emperor's    Bird's    Nest. — Longfellow.      2.    Our 

Heroes. — Phoebe  Cary. 
HE.  Compositions. — 1.  A  story  of  kindness  to  animals.    (Something  you 

have  seen.)     2.  A  story  of  a  trip  to  a  city  or  large  town. 
IV.  Write  a  list  of  words  describing  your  favorite  hero. 

SEVENTH  MONTH. 
I.  Correct  use  of  between,  among. 

n.  Poems. — 1.  March. — Wordsworth.  2.  The  Voice  of  Spring. — Hemans. 
HI.  Compositions. — 1.  What  game  do  you  like  best  in  the  spring?     Tell 
just  how  to  play  it.     2.  How  and  when  a  field  is  prepared  for 
planting  corn. 

IV.  Make  a  list  of  words  which  will  describe  a  collection  of  animals,  e.  g., 
a  flock  of  birds,  a  swarm  of  bees. 

EIGHTH  MONTH. 

I.  Correct  the  use  of  the  double  negative. 
n.  Poems.— 1.  The  Sandpiper.— Celia  Thaxter.     2.  The  Bluebird.— 

Eben  E.  Rexford.     3.  The  Owl.— Tennyson. 

HI.  Compositions. — 1.  Describe  your  favorite  bird  (oral).     2.  Autobiog- 
raphy of  a  robin.     3.  Usefulness  of  birds. 
IV.  Make  a  list  of  the  birds  you  know. 

ARITHMETIC. 

The  work  of  the  fourth  year  is  planned  with  the  thought  that  the 
student  each  month  shall  make  some  positive  advance  in  his  knowledge 
and  skill  in  the  fundamental  operations,  in  factoring,  in  fractions,  deci- 
mals, denominate  numbers,  and  measurements.  Arithmetic  cannot  be 


48  ARITHMETIC— FOURTH  YEAR. 

successfully  taught  from  a  book.  Any  text-book  may  be  used  to  supple- 
ment the  class  instruction,  if  the  teacher  will  take  the  pains  to  select 
suitable  problems. 

At  the  end  of  this  year  the  pupil  should  be  fairly  proficient  in  multi- 
plication and  division,  and  in  operations  with  simple  fractions.  The 
\vork  should  not  be  confined  to  the  new  topics  introduced  each  month. 
Constant  review  is  vital,  and  especially  drill  upon  the  tables.  While  the 
child  may  discover  the  fact  that  6  sevens  are  42  by  building  a  6  X  7  rec- 
tangle of  inch  squares,  he  will  remember  it  mainly  through  the  verbal 
statement.  The  series  arrangement  of  the  tables  assists  the  memory. 

A  child  learns  through  his  own  activity.  He  must  advance  from  the 
known  to  the  related  unknown.  Hence,  if  a  child  cannot  solve  a  prob- 
lem, do  not  "explain"  it  to  him.  Give  him  an  easier  one  of  the  same 
type.  Find  something  that  he  can  do,  and  by  easy  stages  lead  him  up 
over  the  difficulty. 

Although  the  philosopher  may  consider  a  number  a  relation,  to  a 
child  a  number  is  always  a  number  of  things;  a  fraction  is  a  kind  of  num- 
ber; it  is  a  number  of  equal  parts  (fractional  units)  into  which  some  larger 
whole  has  been  divided.  Objects  must  be  used  in  the  early  stages  of  all 
new  kinds  of  work.  Otherwise  he  cannot  form  clear  images  or  see  rela- 
tions. 

For  early  work  in  fractions  cut  3-inch  circles  from  unruled  paper. 
The  shape  of  the  sectors  obtained  by  folding  and  cutting  suggests  that 
they  are  fractional  units.  To  show  reductions  later  a  divided  line  or 
folded  sheet  of  paper  is  more  serviceable. 

In  teaching  decimals  the  meter  stick  will  be  found  helpful.  Cut  it 
39  f-inches  long.  Mark  divisions  into  tenths,  hundredths,  as  needed. 
Problems  involving  the  reduction  of  ones  to  tenths  and  to  hundredths 
may  be  made  more  vivid  by  reference  to  dollars,  dimes,  and  cents. 

FIRST  MONTH. 

Drill  on  the  place  value  of  figures,  by  asking  "how  many?"  "what?" 
while  pointing  to  figures.  Thus  7  in  327,  273,  764  expresses  7  ones,  7 
tens,  etc.,  according  to  its  position.  Similarly  43  stands  for  43  tens,  43 
hundreds,  in  432,  4364,  according  to  the  position  of  the  right-hand 
figure,  3.  Show  effect  on  value  of  moving  a  figure  one  place  to  the  left; 
to  the  right.  Compare  300,  30,  3,  .3.  Teach  that  .3  is  the  decimal  nota- 
tion for  ?V.  Write  in  column  and  add  .3,  .5,  .4,  .6.  Show  that  the  sum 
may  be  read  eighteen  tenths  or  one  and  eight  tenths.  Add  mixed  num- 
bers involving  tenths.  Find  .1  of  30,  .6  of  40,  .1  of  12,  .5  of  13,  etc. 
Multiply  tenths  by  integers.  Partition  of  tenths  as  i  of  4.2,  or  4.2  -e-  6. 
Measurement  of  tenths  by  tenths  as  4.6  -r  .2.  Show  integers  must  be 
changed  to  tenths  before  division  in  such  problems  as  $6.-r-$.3.  Con- 
tinue these  exercises  throughout  the  year.  Teach  multiplication,  parti- 
tion, and  measurement  tables,  11s  and  12s,  and  reduce  feet  to  inches, 
years  to  months,  dozen  to  ones.  Practice  short  division  with  divisor  2, 
3,  4,  5.  Use  only  concrete  problems.  In  describing  process  distinguish 
between  partition  and  measurement,  and  use  appropriate  language  for 
each. 


ARITHMETIC-FOURTH  YEAR.  49 

SECOND  MONTH. 

Divide  a  yard-square  into  foot-squares;  a  foot-square  into  inch-squares. 
Write  table.  Measure  schoolroom  floor.  Develop  idea  of  scale  in  draw- 
ing. Pupils  draw  on  blackboard  diagram  of  floor — scale  one  inch  to  the 
foot,  or  on  table — scale  one-fourth  inch  to  foot.  Calculate  area. 
Measure,  draw,  and  calculate  many  rectangular  areas.  Write  merchants' 
bills.  Solve  problems  involving  dozen  and  gross.  Division  by  6,  7,  8. 
Show  that  since  20  is  10  times  2,  20  times  a  number  is  10  times  twice 
the  number;  that  is,  twice  the  number  moved  one  place  to  the  left.  Mul- 
tiplication by  20,  30,  40,  etc.  Multiplication  by  22,  33,  44,  55,  etc. 

THIRD  MONTH. 

Measure  schoolyard  with  ten-foot  pole  or  rope.  Make  plan  on  some 
suitable  scale.  Locate  building,  walks,  trees,  calculate  area  of  walks. 
Division  by  9,  11,  12.  Multiplication  by  any  two  place  multiplier.  Show 
by  divided  lines  that  -3=i=l=^=iV:=iV,  etc. 


1            1           1 

1          1 

1    ,    ,    I    ,    ,    1    .    .    1 

I      1     1      1     1     1     1 

,  ,  ,  1 

1     1     1     1     1     1    1    1    I 

1    1     1    1    1 

I   I   I   I   I      I    I   I  I   I   I     I    I   I  I  I   I 


Write  series  of  equivalent  fractions  for  -§-,  -J,  -f,  etc.  Note  that  in 
each  case,  numerator  and  denominator  have  been  multiplied  by  the  same 
number.  Teach  the  term  multiple  and  note  that  the  new  denominator  is 
always  a  multiple  of  the  given  denominator.  Show  that  J-  yard  and  -J- 
yard  can  be  changed  to  equivalent  fractions  having  the  same  fractional 
unit.  Add  fractions.  Use  concrete  problems. 

FOURTH  MONTH. 

Reduction  of  compound  numbers — gallon,  quart,  pint;  yard,  foot, 
inch,  to  lowest  denomination.  Teach  method  of  finding  width  of  a  rec- 
tangle by  dividing  whole  number  of  unit-squares  by  the  number  of  unit- 
squares  along  the  base. 

Teach  form  of  long  division  using  divisors  less  than  13.  Write 
quotient  over  dividend,  thus:  723 

8)5~784 
56 

18 
16 


24 

Teach  the  term  factor  as  related  to  a  composite  number.     Reduction 
of  fractions  to  equivalents  of  larger  terms  by  reversing  the  series  of  last 


SO  ARITHMETIC-FOURTH  YEAR. 

month.  Note  that  the  reduction  is  effected  by  dividing  both  terms  of  the 
fraction  by  a  common  factor.  Reduction  of  simple  denominate  numbers 
to  higher  denominations.  Addition  of  compound  numbers.  Addition  of 
mixed  numbers.  Note  similarity  in  the  two  processes. 

FIFTH  MONTH. 

Long  division  by  13,  14,  15,  16,  etc.,  pupil  making  the  table  of  13s, 
etc.,  as  needed  for  reference.  Distinguish  factor  from  prime  factor,  and 
teach  prime  factors  of  all  composite  numbers  to  30.  Develop  meaning  of 
the  word  volume  and  build,  of  inch-cubes,  rectangular  solids  whose  vol- 
umes are  8,  12,  18,  24,  27,  30  cubic  inches  respectively.  Note  that  the 
solid  is  composed  of  layers,  the  layers  of  rows,  the  rows  of  cubes.  Teach 
the  mode  of  computing  the  volume  of  a  rectangular  solid.  How  to  find 
what  part  one  number  is  of  another.  Show  how  to  find  averages,  and 
calculate  average  age,  average  weight  of  pupils,  average  noon  temperature 
for  the  week,  etc. 

Teach  decimal  hundredths  and  the  various  operations  outlined  for 
tenths  in  first  month's  work.  Compare  constantly  with  United  States 
money. 

SIXTH  MONTH. 

Divide  by  20,  30,  40,  50,  21,  31,  41,  etc.,  without  table  of  reference. 
Give  half  of  the  month  to  practice  in  long  division.  If  the  problem  is 
stated  4264-7-31  require  the  pupil  to  state  some  actual  concrete  problem, 
as,  an  engine  ran  4264  miles  during  January,  what  was  the  daily  average? 
Factors  of  composite  numbers  to  50.  Continue  building  rectangular  sol- 
ids. Teach  method  of  computing  capacity  of  the  chalk  box,  pencil  box, 
etc.  Teach  how  to  find  a  number  when  a  specified  part  of  it  is  known  as 
15  is  f  of  what  number. 

SEVENTH  MONTH. 

Division  by  any  two-place  divisors.  See  that  the  meaning  of  each 
problem  is  clearly  understood.  Multiplication  of  fractions  by  integers  by 
multiplying  number  of  fractional  units.  Multiplication  of  mixed  num- 
bers. Multiplication  of  compound  numbers.  Compare  the  two  processes 
with  each  other  and  with  the  steps  in  such  problems  as  6  times  43.  Show 
how  to  make  the  smaller  number  the  multiplier  in  such  problems,  as: 
Cost  of  360  Ibs.  of  lard  at  8-j  cents,  without  violating  the  law  that  the 
product  must  have  the  same  unit  as  the  multiplicand.  Factors  of  num- 
bers to  70. 

EIGHTH  MONTH. 

Practice  in  long  division.  Partition  of  fractions  by  dividing  num- 
ber of  fractional  units  as  f -j-3.  Partition  of  mixed  numbers  as  8f  -r-5; 
problems  so  chosen  as  to  involve  no  division  of  the  fractional  unit.  Par- 
tition of  compound  numbers  as  |-  of  7  feet  6  inches.  Compare  these  pro- 
cesses with  partition  of  integers.  Division  (measurement)  of  integers  by 
fractions  by  changing  dividend  and  divisor  to  equivalents  having  a  com- 
mon fractional  unit.  Prime  factors  of  numbers  70-100.  Teach  defini- 


WRITING-FOURTH,  FIFTH,  AND  SIXTH  YEARS.  51 

tions  of  subtraction,  minuend,  multiplicand,  etc.,  from  a  careful  examina- 
tion of  the  processes,  not  from  the  text-book.  Note  that  division  is  either 
process  of  separating  a  number  into  equal  numbers.  In  measurement 
the  dividend  is  separated  into  equal  numbers  of  given  size-,  in  partition 
the  dividend  is  separated  into  a  given  number  of  equal  numbers. 


WRITING.— Fourth,  Fifth,  and  Sixth  Years. 

Do  not  allow  pupils  to  make  ordinary  letters  large.  Try  to  keep 
them  to  the  proper  size  for  ordinary  letter  writing. 

MUSCULAR  MOVEMENT. — The  chief  purpose  in  these  grades  is  to  secure 
skill  in  muscular  movement  with  which  to  write  easily,  rapidly,  and  well. 

The  following  is  a  method  for  muscular  movement  exclusively,  and 
should  not  be  undertaken  with  finger  movement. 

If  the  teacher  writes  well,  copybooks  may  be  dispensed  with;  if  not, 
each  pupil  needs  one,  and  one  that  contains  at  least  some  movement 
exercises,  from  which  to  get  correct  ideas  of  the  exercises  and  forms  of 
letters. 

POSITION. — Follow  directions  given  on  the  cover  of  the  copybook, 
except  for  the  paper.  When  the  paper  is  straight  in  front  and  the  arm 
turns  on  the  muscle  forward  of  the  elbow  for  a  pivot,  (as  it  should  in 
using  muscular  movement),  it  is  difficult  to  follow  the  line;  the  writing 
tends  to  diverge  upward  from  it.  To  obviate  this  difficulty  turn  the  top 
of  the  paper  a  little  to  the  left,  not  so  far  as  is  customary  for  slanting 
writing. 

For  muscular  movement  it  is  necessary  that  the  muscle  of  the  fore- 
arm be  upon  the  desk.  To  permit  this,  foolscap  paper  should  be  torn 
or  cut  so  that  but  half  of  its  length  is  used  at  a  time. 

Keep  the  wrist  above  the  paper,  and  glide  the  hand  on  the  tips  of 
the  third  and  fourth  fingers. 

MOVEMENT. — With  the  left  hand  take  hold  of  the  muscle  of  the  right 
forearm,  move  it  forward  and  backward  and  roll  it  from  side  to  side  on 
the  bone.  It  is  pliable  and  will  allow  enough  movement  to  reach  the 
scope  of  ordinary  capitals,  unthout  sliding  on  the  desk.  This  action  is 
called  muscular  movement. 

This  movement  may  be  acquired  by  a  course  of  training  on  move- 
ment exercises,  and  simple  letters,  not  in  a  few  weeks  or  a  term,  but 
possibly  during  a  school  year.  Do  not  expect  results  too  soon.  Drill  for 
speed  and  for  skill.  Advance  little  and  review  much. 

RULES  FOR  PRACTICE. — The  following  more  or  less  general  rules  for 
practice  on  movement  exercises  are  valuable,  and  should  be  taught  to  the 
pupils: 

1.  Slow  tip  movement  for  short  turns  which  are  especially  difficult. 

2.  On  large  curves  and  oval  turns  use  free  and  unrestrained  move- 
ment. 

3.  Stop  an  instant  with  pen  under  control  at  angles  in  last  part  of 
w,  v,  b,  /,  3,  o,  and  «. 


52  WRITING-FOURTH,  FIFTH,  AND  SIXTH  YEARS. 

4.  Make  the  long,  straight  lines  in  stem  and  loop  letters  with  in- 
creased speed  by  the  aid  of  the  forefinger  and  thumb. 

FIRST  MONTH. 

0,6)000000  t 

atfBb^iiB^   tojuuuuuuuuu 


Try  first  to  get  a  free  movement,  then  to  control  it.  For  a  few  days 
at  the  beginning  of  each  lesson  train  the  arm  to  a  free  action  before  tak- 
ing the  pen.  Begin  on  the  traced  oval.  Ex.  1;  go  in  the  direction  indi- 
cated by  the  arrow,  trace  six  times  and  write  ovals  tangent.  Write  about 
twenty-five  ovals  —  150  downward  strokes  per  minute.  Use  care  as  to  (1) 
verticality,  (2)  proportions,  (3)  shape,  (4)  tracing,  (5)  smooth  lines.  Teach 
one  point  at  a  time. 

Write  the  running  oval,  Ex.  3,  compact,  that  is,  strokes  near  together: 
try  to  write  it  even  in  every  way  and  avoid  slant.  Do  not  take  up  more 
than  two  styles  of  ovals  at  any  lesson.  Write  many  pages  of  oval  exer- 
cises. 

Ex.  4.  Write  (1)  vertically,  (2)  with  uniform  spaces  between  the  letters, 
(3)  with  uniformity  as  to  width  of  loops.  Write  nine  letters  in  a  group 
and  four  groups  to  a  line  of  foolscap. 

Ex.  5.  Use  care  as  to  (1)  verticality,  (2)  uniform  spacing,  (3)  even 
turns  at  bottom. 

Ex.  6.  The  w  is  a  typical  letter  of  groups  1  and  6.  Write  three  let- 
ters in  a  group,  four  groups  on  a  line,  and  from  three  to  six  lines  per 
minute. 

SECOND  MONTH. 


a 


Review!  Review!!  Review!!!  About  one  half  of  the  practice  this 
month  should  be  on  exercises  introduced  the  first  month.  They  are  val- 
uable, and  pupils  can  not  secure  skill  for  them  in  one  month. 

Give  special  attention  this  month  to  Ex's  7,  8,  and  9.  In  the  small 
m,  Ex.  9,  the  three  parts  of  the  letter  should  be  similar,  the  downward 
strokes  vertical,  and  the  turn  at  the  top  broad  and  even.  The  most  diffi- 
cult point  in  Ex's  8  and  9  is  at  the  turn  at  the  bottom  of  the  last  down- 
ward stroke  of  each  letter.  (See  rule  1,  page  51.) 

Exercises  for  this  and  succeeding  months  are,  many  of  them,  difficult 


WRITING-FOURTH,  FIFTH,  AND  SIXTH  YEARS.  S3 

and  discouraging  at  first.     Have  much  work  done  at  the  board;  it  IB 
easier.     Write  letters  singly,  then  combine  them. 


THIRD  MONTH. 


The  important  thing  for  this  month  is  the  upper  loop.  Study  its 
form  and  work  on  the  letters  singly  at  first.  Ex.  12  is  easier  than  one 
of  Va  only.  Put  the  curve  in  the  upward  strokes  of  the  loop  and  make 
the  downward  stroke  straight.  Loops  are  made  with  a  rather  quick,  but 
not  jerky,  upward  and  downward  motion.  Slow  up  the  movement  at  the 
lower  part  of  I,  b,  D,  and  the  last  part  of  u,  h,  M,  and  N.  Give  one  fourth 
of  this  month's  work  to  review  exercises.  Drill  frequently  on  small  words 
containing  letters  which  have  been  practiced  in  exercises.  Strive  for 
speed  on  easy  exercises. 

FOURTH  MONTH. 


m>  (X/G-/CU 


The  important  thing  for  this  month  is  the  a,  which  is  found  also  in 
d,  g,  and  q.  Take  a  lesson  on  its  form  first;  notice  that  it  is  almost  a 
circle  but  for  one  straight  side.  Write  the  as  as  large  as  capitals  at  first, 
singly  and  in  groups  of  three.  Extend  and  contract  fingers  to  make  the 
stem  of  d.  In  V,  U,  and  Y  try  to  get  even  turn  at  top  and  bottom  of 
first  downward  stroke,  avoiding  an  angle  at  the  bottom.  (See  Rule  1, 
page  51.) 

Review  ovals  and  other  exercises  previously  practiced.  Strive  for 
speed  on  easy  exercises.  Write  many  small  words  combining  letters 
already  learned.  Drill,  drill,  drill. 

FIFTH  MONTH. 


A  special  effort  this  month  should  be  made  upon  the  lower  loop, 
which  is  found  in  j,  y,  g,  and  z.  None  of  these  letters  combine  easily  in 
a  movement  exercise,  hence  it  is  better  to  take  them  singly  and  in  words. 

Make  j  with  a  quick,  but  not  jerky,  upward  and  downward  motion 


54  GEOGRAPHY-FOURTH  YEAR. 

The  downward  stroke  should  be  straight  and  the  curvature  put  in  the 
upward  stroke.  It  should  be  noted  that  the  o's  in  exercise  22  and  23  are 
too  large. 

Ex.  22.  Close  o's  neatly  at  the  middle  of  the  top. 

Ex.  23.  In  the  word  "good"  are  four  ovals  which  should  be  neatly 
closed. 

SIXTH  MONTH. 


Ex.  25.  Write  wo,  ow,  and  wowo.  (See  Rule  3,  page  51).  See  Rule 
4,  page  52,  for  t  in  Ex.  26,  and  /  in  Ex.  27. 

Devote  one-third  of  the  time  for  writing  this  month  to  the  advanced 
exercises  25-28,  one-third  to  review,  and  one-third  to  body  writing. 

SEVENTH  MONTH. 


(51) 


X 


Ex.  29.  Write  the  downward  strokes  of  p  parallel.  Make  the  first 
part  by  the  aid  of  forefinger  and  thumb,  with  quick  movement;  on  the 
second  slow  up  the  movement  to  get  broad,  even  turns  at  top  and  bottom. 
Exercises  31  and  32.  (See  Rule  1,  page  51). 

Devote  one-third  of  the  time  for  writing  this  month  to  advance  exer- 
cises 29-32,  one-third  to  review,  and  one-third  to  body  writing. 

EIGHTH  MONTR 
Review  and  drill  especially  on  capitals. 


HOME  GEOGRAPHY. 

PURPOSE. — The  work  in  geography  in  the  fourth  year  will  be  done 
largely  as  a  means  of  training  the  pupil  in  observation  of  the  every-day 
physical  phenomena  of  his  immediate  environment,  with  the  conscious 
purpose  on  the  part  of  the  teacher  (1)  of  inviting  attention  at  every  step, 
to  the  causal  relation  in  things,  asking  the  question  "Why,"  and  finding 
the  answer  in  the  phenomena;  (2)  of  using  the  observations  thus  made  as 
a  basis  for  training  the  child  in  methods  of  expression,  both  in  the  Eng- 
lish language  as  spoken  and  written,  and  also  (3)  in  a  graphic  way  by  the 
simple  drawing  of  objects  seen,  and  recording  of  measurements  taken.  Car- 
ried abreast  with  these  exercises,  a  first  peep  is  taken  into  the  world  be- 
yond the  immediate  horizon,  in  the  study  of  types  of  peoples  which  have 
been  developed  in  definite  conditions  of  climate  and  food  supply. 


GEOGRAPHY-FOURTH  YEAR.  55 

FIRST  MONTH. 

THE  RAIN. — Study  the  fate  of  the  rain:  notice  that  as  the  rain  falls, 
some  of  it  sinks  at  once  into  the  soil,  as  into  a  sponge;  some  of  it  may 
seep  out  down  the  hill  somewhere,  as  a  spring.  Why  does  it  seep  out? 
Why  not  on  the  top  of  the  hill?  Some  creeps  into  wells  for  use  at  home. 
Why  do  wells  and  springs  sometimes  go  dry  in  time  of  drouth?  Notice 
that  the  soil  gets  dryer  and  dryer  as  the  days  go  by,  after  a  rain.  What 
becomes  of  the  water?  Notice  that  a  pan  of  water  left  in  the  sun  evapor- 
ates. Where  does  the  water  go?  Hold  a  cold  dish  or  piece  of  glass  over 
the  spout  of  the  boiling  tea-kettle  and  account  for  the  drops  of  water  on 
the  cold  surface.  Notice  that  some  of  the  rain,  in  a  hard  shower  or  a  long 
rain,  runs  off  at  once  down  the  slope  and  into  the  stream. 

THE  WEATHER. — Occasional  observation  on  the  weather,  to  be  carried 
on  each  week,  though  not  necessarily  each  day.  Only  a  few  minutes 
need  be  devoted  to  this,  at  most,  each  time.  Notice  the  temperature; 
warm,  cool,  cold.  Take  thermometer  readings  each  morning;  besides 
this,  sometimes  at  noon,  night,  indoors,  in  the  shade,  in  the  sun.  The 
best  temperature  to  put  on  the  permanent  record  is  at  the  time  of  the 
opening  of  school.  Observe  the  air  as  to  moisture;  dry,  damp,  fog,  mist, 
rain,  snow.  Winds;  gentle,  strong,  wind  direction;  use  of  weather  vane; 
use  of  compass;  naming  the  winds,  a  north  wind,  from  the  north,  etc. 
Sky;  clear,  cloudy.  A  calendar  with  a  blank  space  for  each  day  may  be 
used  to  record  these  observations,  so  preserving  them. 

THE  SUN. — One  day  in  the  month  (or  better,  one  day  in  the  week) 
make  a  study  of  the  sun:  time  and  place  of  rising,  time  and  place  of  set- 
ting. Design  a  form  of  graphic  record  which  the  class  may  fill  in  through 
the  year  to  show  the  varying  length  of  day.  Measure  the  length  of  the 
shadow  of  a  vertical  yard  stick  at  noon;  devise  a  form  of  graphic  record 
which  may  be  added  to,  as  the  observations  are  taken,  to  show  the  vary- 
ing length  of  shadow  or  the  varying  altitude  of  the  sun  at  noon.  How  to 
tell  the  time  of  day  by  the  shadow  (the  sun  dial). 

SECOND  MONTH. 

WORK  OF  WATER. — About  one-half  of  the  time  of  this  month  spent  in 
a  study  of  the  work  of  running  water;  notice  that  in  a  heavy  rain  the  run- 
off down  the  slope  tends  to  collect  into  streams,  which  cut  gullies  or 
ditches  into  the  soil.  Go  to  a  brook  or  permanent  stream  somewhere  and 
notice  how  the  stream  works;  that  it  rolls  or  pushes  gravel  and  sand  along 
the  bottom,  or  carries  mud  in  suspension;  that  it  eddies  round  a  larger 
stone  (rapids),  tending  to  undermine  it,  so  letting  it  fall  forward  down 
the  stream;  that  on  the  out  curve  it  cuts  into  the  bank,  causing  the  bank 
to  "cave  in;"  that  is,  it  causes  a  land  slide.  Notice  the  work  of  the  run- 
off on  the  slopes,  causing  the  soil,  grain  by  grain,  to  creep  down  hill; 
notice  that  every  movement  made  on  a  slope  tends  to  cause  some  soil  to 
take  a  position  lower  down,  hence  the  hills  are  being  flattened  down,  and 
the  streams  are  carrying  their  soil  down  toward  the  sea.  Observe  that  the 
stream  in  the  bottom  of  the  valley  is  responsible  for  lowering  the  axis  of 
the  valley,  while  the  run-off  and  every  moving  thing  on  the  hill-slope 


56  GEOGRAPHY-FOURTH  YEAR. 

helps  to  wear  it  down  and  into  the  stream.  So  we  observe  the  valley  in 
its  origin,  and  the  birth  of  slopes,  hills,  divides,  drainage  basins,  main 
stream,  tributary,  drainage  system. 

THE  MOON. — On  three  or  four  different  evenings  in  the  month  observe 
the  moon:  when  it  is  new;  position  with  reference  to  the  sun,  and  with 
reference  to  the  horizon;  shape,  direction  of  horns  with  reference  to  the 
sun,  time  of  setting;  when  at  first  quarter,  its  position  at  sundown,  direc- 
tion of  flat  side,  time  and  place  of  setting;  when  full,  direction  from  sun 
in  the  evening,  shape,  path  in  the  sky.  Make  the  same  observations,  if 
possible,  for  the  last  quarter. 

CONTINUED  WORK. — (a)  Occasional  observations  on  the  weather,  with 
record  continued  as  in  first  month. 

(b)  One  observation  of  the  sun,  as  before,  each  week,  with  record  con- 
tinued; length  of  the  day,  length  of  the  shadow  of  the  vertical  yard  stick 
at  noon. 

(c)  Note  the  signs  of  changing  seasons;  migration  of  birds,  make  a 
calendar  of  the  migration  of  the  birds;  change  in  color  of  leaves;  the  work 
the  farmer  is  doing. 

STUDY  OF  MAN. — About  a  week  given  to  the  study  of  the  Indian; 
especially  the  life  of  the  children  of  the  wild  tribes,  the  teacher  taking 
care  to  show  the  ways  in  which  Indian  character  and  customs  are  deter- 
mined by  the  climate  and  other  geographic  elements  in  the  physical 
environment. 

THIRD  MONTH. 

THE  SOIL. — About  half  the  time,  as  occasion  permits,  devoted  to  the 
study  of  the  soil.  Notice  that  it  is  made  of  little  pieces  of  rock;  that  it 
varies  in  different  places,  in  fineness,  sandy  or  gravelly,  or  fine  clay  or 
loam;  that  it  is  blacker  near  the  surface;  try  to  find  out  what  part  vegeta- 
tion plays  in  furnishing  the  black  color.  Break  open  a  roadside  stone, 
and  notice  the  fresh  color  inside  and  the  rusty  or  weathered  outer  surface, 
some  particles  of  which  may  be  loosened  by  the  thumb  nail,  and  so  added 
to  the  soil.  Notice  the  kinds  of  plants  that  grow  in  the  soil,  when  sandy, 
when  clay,  when  dry,  when  undrained.  Notice  how  the  farmer  prepares 
the  soil  for  the  crop,  and  answer  the  question  why  he  does  so. 

CONTINUED  WORK. — (a)  Occasional  weather  observations,  with  record 
continued,  as  in  the  first  month.  Observe  the  signs  of  approaching 
winter;  list  all  the  changes  you  can. 

(b)  Observations  of  the  sun,  as  before,  with  records  continued. 

STUDY  OF  MAN. — Make  a  study  of  the  Arab  family,  showing  how 
dependent  the  tribes  are  upon  their  flocks  and  herds;  how  the  poor 
pasture  requires  frequent  moving;  how  this  fixes  the  tent  mode  of  life, 
character  of  food  and  dress,  and  means  of  travel;  how  the  raising  of  sheep 
invites  the  weaving  of  blankets  and  rugs;  how  in  j,he  more  arid  regions 
the  camel  becomes  the  ship  of  the  desert. 

FOURTH  MONTH. 

WINTER. — Notice  the  provision  all  nature  has  made  for  winter — a 
change  of  season.  The  broad-leaved  trees  have  lost  their  leaves;  bulbous 


GEOGRAPHY-FOURTH  YEAR.  57 

plants,  like  the  onion,  are  dead  at  top,  but  the  bulb  is  all  ready  for  next 
year;  the  corn  is  dead,  but  next  year's  seed  is  ripe  on  the  ear.  The  cattle 
and  horses  have  grown  thick  coats  of  hair;  the  squirrels  have  gath- 
ered a  store  of  nuts;  the  frogs  and  snakes  have  crept  away  in  moist  nooks 
to  sleep  (hibernate)  till  next  spring;  the  birds  are  going,  or  have  gone 
south;  why?;  the  farmer  has  made  provision  for  the  winter's  cold  in  get- 
ting wood  or  coal  for  the  stoves. 

CONTINUED  WORK. — Make  occasional  weather  observations,  as  in  the 
first  month,  and  continue  the  record.  After  a  south  wind  has  been  blow- 
ing for  a  time,  notice  how  the  weather  changes,  in  temperature,  in  moist- 
ure, sky  clear  or  cloudy,  or  rain.  Make  the  same  observation  for  a  north 
wind. 

WINTER  SOLSTICE. — On  December  22nd,  or  a  day  or  so  before  or  after, 
as  you  may  catch  a  clear  day,  make  careful  observations  on  the  time  be- 
tween sunrise  and  sunset,  on  the  length  of  the  shadow  of  the  vertical  yard 
stick  at  noon,  on  the  apparent  path  of  the  sun  through  the  sky,  and  place 
of  setting.  Make  a  mark  on  the  east  or  west  wall  of  a  building  at  noon, 
which  will  show  the  direction  of  the  sun's  rays.  Study  the  past  record 
of  the  decrease  in  the  length  of  the  day,  and  of  the  increase  in  the  length 
of  the  shadow  at  noon  (sun  now  low  in  the  noon  sky),  and  bring  out  the 
meaning  of  solstice. 

STUDY  OF  MAN — Make  a  study  of  the  Eskimo,  with  attention  to  the 
daily  life  and  the  life  of  the  children,  the  teacher  showing  how  the  cli- 
mate fixes  the  character  of  dress  and  food  and  dwelling,  and  the  way  of 
obtaining  a  living.  Answer  the  question  why  the  dog  is  the  only  domes- 
tic animal. 

FIFTH  MONTH. 

THE  FROST. — Make  a  study  of  frost  and  its  work.  Note  the  temper- 
ature at  which  water  freezes;  whether  the  water  freezes  first  at  bottom  or 
top;  why?;  whether  water  or  ice  is  heavier;  why?;  why  the  pitcher  or 
pipe  will  burst  if  the  water  freezes  in  it;  how  the  ice  forms  in  needles  on 
the  pond,  or  flowers  on  the  window,  or  crystals  in  the  air;  why  the  ground 
freezes  hard  in  the  beaten  path,  but  not  under  the  snow-filled  stubble; 
that  the  bare  ground  if  frozen  deep  will  crack  open  in  long  seams; 
why?  Try  to  study  out  what  effect  the  freezing  and  thawing  will  have 
on  the  soil;  notice  it  particularly  on  a  hillside  or  creek  bank. 

THE  HEAVENS. — Begin  a  study  of  stars  and  planets;  notice  that  some 
of  the  brightest  stars  do  not  twinkle  (the  planets).  Pick  out  a  very  bright 
star  in  the  early  evening,  near  the  western  horizon,  and  notice  it  at  inter- 
vals for  an  hour  or  two  to  see  what  becomes  of  it.  (Stars  set  just  like  the 
sun).  Watch  another  bright  star  near  the  eastern  horizon  in  early  even- 
ing and  for  an  hour  or  so  after,  (stars  rise  just  like  the  sun);  try  to  watch 
what  paths  the  stars  seem  to  follow  through  the  sky  and  compare  with  the 
path  of  the  sun;  try  to  learn  to  recognize  the  planets  Jupiter,  Mars  and 
Venus  during  the  year. 

CONTINUED  WORK. — (a)  Occasional  weather  observations  each  week, 
recorded  as  before. 


58  GEOGRAPHY-FOURTH  YEAR. 

(b)  Observations  on  the  sun  as  before;  the  significance  of  the  fact 
that  the  shadow  is  growing  shorter  (sun  rising  higher  in  the  sky  each 
day,  hence  stronger  heating  power). 

STUDY  OF  MAN. — A  study  of  the  Lapps;  their  mode  of  living;  methods 
of  travel  on  skees,  or  with  sledge  and  reindeer;  how  the  reindeer  gets  its 
living  and  provides  the  Lapp  with  his  living;  how  long  a  day  does  the 
Lapp  boy  have  to-day,  and  where  would  he  look  for  the  sun  at  noon. 

SIXTH  MONTH. 

SNOW  AND  ICE. — Make  a  study  of  snow  and  ice.  Notice  that  the 
snow  when  it  first  falls  is  white  and  fluffy,  but  under  the  feet  on  the  walk  it 
packs  down  and  becomes  solid  ice  of  a  bluish  color;  notice  that  a  leaf  or 
a  bit  of  dust  on  the  snow  will  sink  into  the  snow  or  solid  ice  when  the 
bright  sun  is  melting  the  snow;  but  the  purest,  whitest  snow  melts  the 
slowest.  Support  a  block  of  ice  between  two  chairs  or  boxes  in  a  warm 
room;  put  a  loop  of  broom  wire  around  the  ice  and  hang  a  ten-pound 
weight  (say  a  bucket  of  water)  to  the  loop;  watch  the  wire  cut  through  the 
ice;  the  ice  melts  in  front  of  the  wire,  the  water  flows  round  behind  the 
wire  and  freezes  solid  again.  Watch  the  roofs  after  a  heavy  snowfall  for 
"avalanches."  Watch  the  formation  of  icicles  and  explain. 

CONTINUED  WORK. — (a)  Occasional  weather  observations  and  the 
record  continued  as  before. 

(b)  Observations  on  the  sun  and  additions  to  the  record  as  before. 

THE  HEAVENS. — Begin  a  study  of  the  constellations;  learn  to  find  the 
North  Star  by  means  of  the  "pointers"  in  the  Big  Dipper;  notice  carefully 
the  position  of  the  Big  Dipper  at  early  evening;  be  very  careful  to  note  its 
change  in  position  occasionally  for  three  or  four  hours  after,  if  possible; 
notice  its  position  in  early  morning  before  the  sun  has  risen;  determine 
its  path  through  the  twenty-four  hours,  and  its  relation  to  the  Pole  Star 
(North  Star)  during  all  this  time;  account  for  its  apparent  motion.  The 
teacher  may  tell  the  myths  which  have  attached  themselves  to  this  con- 
stellation, and  some  of  its  other  names,  as  Great  Bear  and  Charles's  Wain. 

STUDY  OF  MAN. — The  teacher  tell  and  read  about  the  people  who  live 
in  the  highlands,  for  example,  in  Switzerland;  how  they  live  in  cottages 
in  the  high  valleys;  the  danger  from  avalanches;  the  slow  rivers  of  ice  in 
the  upper  valleys  (glaciers);  the  herding  of  cattle  on  the  mountain  slopes 
too  steep  to  till;  the  danger  of  being  lost  in  the  snows  in  crossing  over  the 
high  passes  (St.  Bernard);  the  love  of  freedom  of  the  mountain  people 
(William  Tell);  the  beauty  of  mountain  scenery. 

SEVENTH  MONTH. 

THE  SPRING. — Watch  the  coming  of  spring;  the  buds  on  the  trees  are 
swelling,  and  the  catkins  coming  on  the  willows  and  poplars;  gather 
the  large  buds  of  the  hickory,  horse-chestnut  or  balm-of-gilead  and 
open  them  carefully,  scale  by  scale;  the  whole  summer's  growth  is  blocked 
out,  and  even  the  first  leaves  are  already  there  in  place  and  fully  formed. 
The  birds  are  beginning  to  return;  make  a  calendar  of  their  arrival. 
Make  a  calendar  of  the  first  flowers  as  they  appear,  and  notice  the  prepa- 
ration the  farmer  is  making  for  the  new  year. 


GEOGRAPHY— FOURTH  YEAR.  59 

CONTINUED  WORK. — Keep  a  careful  record  of  the  weather,  adding  the 
observations  to  the  calendar  from  day  to  day. 

THE  EQUINOX. — Take  frequent  observations  on  the  sun,  noticing  how, 
day  by  day,  the  sunrise  and  sunset  points  travel  north,  and  how  rapidly 
the  day  increases  in  length;  notice,  too,  how  fast  the  noon  shadow  of  the 
vertical  yard  stick  grows  shorter.  On  the  21st  of  March  notice  that  the 
sun  rises  in  the  east  point  and  sets  in  the  west  point,  and  the  day  is  just 
12  hours  long.  (Equinox). 

THE  HEAVENS. — Learn  the  constellations  Orion  and  Pleiades,  found 
in  the  western  sky  at  evening  in  this  month;  the  teacher  telling  the 
myths  about  these  constellations. 

CONCRETE  DEFINITION. — Teach  the  meaning  of  angle,  right  angle, 
acute  angle,  obtuse  angle;  circle  and  how  to  draw  it  with  a  string  or  stick, 
or  a  piece  of  cardboard  and  a  pin;  diameter,  radius.  Show  the  use  of  the 
protractor  in  measuring  angles  in  degrees,  and  give  exercises  in  the 
records  of  sun  observations;  as  the  angles  from  the  south  to  the  points 
of  sunrise  and  sunset,  or  the  angle  of  the  sun's  altitude  at  noon,  or  the 
angle  of  the  altitude  of  the  Polar  Star. 

STUDY  OF  MAN. — Study  the  Negro  people  of  tropic  Africa;  the  way  the 
excessive  heat  reacts  upon  them,  as  to  color,  dress,  dwelling;  how  the 
negro  gets  his  daily  bread;  how  he  travels;  what  domestic  animals  or  pets 
he  may  have. 

EIGHTH  MONTH. 

REVIEWS. — Continue  the  calendar  of  flowers  and  other  spring  arrivals. 
Continue  the  study  of  the  work  of  running  water.  Notice  that  no  stream 
flows  on  a  perfectly  smooth  gradient,  but  is  here  and  there  interrupted  by 
rapids;  always  above  the  rapid  is  a  flat  place  or  "reach";  the  barrier  in  the 
stream  may  convert  this  reach  into  a  pond  or  "lake";  find  capes,  islands, 
a  peninsula,  an  isthmus.  Notice  how  soft  and  open  in  texture  the  soil  is 
as  soon  as  it  thaws  out;  why?;  notice  the  frequency  of  landslides  in  the 
spring  along  the  creek  or  ditch,  (Why?);  notice  the  way  the  earth  is  pushed 
aside  by  the  sturdy  plants  in  their  initial  growth;  watch  the  growth  of  a 
gorge,  with  its  precipitous  sides  (canyon),  and  observe  that  every  cliff  has 
a  talus. 

CONTINUED  WORK. — (a)  Keep  up  the  weather  observations  and  record. 
From  the  whole  year's  record  answer  the  questions:  What  is  the  prevail- 
ing wind?  What  winds  bring  clouds  and  rain?  What  winds  bring  clear 
sky?  Which  are  the  cold  winds?  Which  the  warm  ones?  What  was  the 
average  morning  temperature  of  the  week  the  first  flower  came? 

(b)  Continue  the  observation  and  record  of  the  sun.  Notice  the  co- 
incidence of  the  sun's  shortening  noon  shadow,  with  the  long  day,  and 
the  arrival  of  spring.  Encourage  the  children  to  keep  up  the  observation 
during  the  summer. 

THE  HEAVENS. — Make  observations  on  the  constellation  of  Cassiopeia, 
noticing  its  position  with  reference  to  the  North  Pole  Star  and  to  the  Big 
Dipper  opposite.  Take  observations  on  its  position  at  various  times  dur- 
ing the  night  and  early  morning,  as  occasion  offers,  and  account  for  its 


60  READING-FIFTH  YBAR. 

change  of  position.     Have  the  children  represent  on  the  board  and  on 
paper  the  different  constellations  so  far  learned. 

STUDY  OF  MAN. — Study  the  life  of  the  Filipino  boy  (Malay)  and  of  the 
Chinese  and  Japanese  children;  as  always  trying  to  see  how  climate  and 
other  geographic  elements  determine  character  of  food,  clothing  and  dwell- 
ing; the  daily  occupations  and  personal  character  of  the  people. 

FIFTH  YEAR. 

TEXT-BOOKS — Fourth  Reader,  Language  Book,  Elementary  Arithmetic, 
Elementary  Geography,  Physiology. 

READING.— Fourth  reader.  WRITING.— See  fourth  year. 

SPELLING.— Words  from  lessons,  English  PHYSIOLOGY  AND   HYGIENE.— Elementary 

derivations,  etc.  work. 

LANGUAGE.  —  Composition,  punctuation,  GEOGRAPHY.— Elementary  geography. 

study  of  poems.  GENERAL    EXERCISES.  —  Music,   Drawing, 
ARITHMETIC.—  Measures,   common  frac-          Morals  and  Manners,  Agriculture,  House- 

tions,  elementary  percentage.  hold  Arts. 

READING. 

Fourth  Reader  as  adopted  by  Board  of  Directors,  about  three-fifths 
of  book;  Irving's  Legend  of  Sleepy  Hollow  and  Rip  Van  Winkle,  Eaton 
&  Co.;  Swift's  Voyage  to  Lilliput,  Ginn  &  Co.;  Houghton,  Mifflin  &  Co.; 
Ruskin's  King  of  the  Golden  River,  Ginn  &  Co.;  Whittier's  Child  Life 
in  Poetry  and  Prose,  Houghton,  Mifflin  &  Co.;  Hawthorne's  Tanglewood 
Tales,  Houghton,  Mifflin  &  Co.;  Robin  Hood  Stories;  Pilgrim's  Progress, 
Ginn  &  Co.;  The  Nurnberg  Stove,  Ouida,  A  Dog  of  Flanders,  Maynard, 
Merrill  &  Co.;  Stories  of  Our  Country,  American  Book  Co.;  Longfellow's 
Children's  Hour  and  Other  Poems,  Houghton,  Mifflin  &  Co.;  Burroughs, 
Squirrels  and  other  Fur-Bearers. 

FIFTH   AND   SIXTH   YFARS. 

SUGGESTIONS. — In  general,  the  suggestions  for  the  work  of  the  Third 
and  Fourth  Grades  hold  for  that  of  the  Fifth  and  Sixth.  Especially 
should  the  teacher  look  forward  to  the  pupil's  appreciation  of  the  litera- 
ture as  literature.  She  must  herself,  in  preparing  the  lesson,  feel  the 
beauty  and  truth  of  a  selection,  and  its  artistic  perfection,  before  she  can 
gain  for  it  a  sympathetic  response  from  the  pupil.  He  should  be  led  to 
become  more  and  more  independent  in  his  interpretation  and  apprecia- 
tion of  what  he  reads.  To  this  end  he  should  come  to  feel  the  responsi- 
bility of  the  study  hour  and  the  work  should  be  planned  to  make  that 
hour  definitely  helpful  to  him. 

In  preparation  for  the  lesson,  let  the  teacher  assign  definite  study 
questions,  having  a  care  that  her  questions  are  suggestive  enough  and 
not  too  suggestive.  Suggestions:  For  enlarging  the  pupil's  vocabulary, 
for  giving  him  fresh  thoughts  and  a  feeling  for  literary  expression,  the 
teacher  may  ask  questions  that  require  the  pupil  to  answer  in  the  words 
of  the  author;  as,  he  may  be  asked  to  give  the  words  and  phrases  that 
describe  Rip  Van  Winkle,  Miles  Standish,  or  the  characters  in  Snow 
Bound,  or  that  make  a  scene  real  and  beautiful  to  him.  How  does  he 
know  that  Sleepy  Hollow  is  a  sleepy  place?  Just  what  things  make  Icha- 
bod  Crane  exultant  as  he  looks  over  the  Van  Tassel  farm?  Let  him  select 


READING-FIFTH  YEAR.  61 

the  pictures  in  the  lesson  and  tell  in  detail  what  he  sees  in  them.  As  in 
the  other  grades,  the  pupil's  imaging  power  is  to  be  developed  and  the 
teacher  should  ascertain  that  he  really  visualizes  what  is  described.  He 
may  also  be  asked  to  pick  out  the  comparisons  applied  to  the  characters 
and  to  the  objects  in  nature  and  explain  the  point  of  comparison.  Thus 
the  pupil  may  early  come  to  a  conscious  appreciation  of  truthful  and 
effective  expression. 

By  the  time  the  pupil  reaches  the  sixth  grade,  he  should  be  able  to 
pronounce  all  the  common  words  at  sight.  He  should  be  required,  dur- 
ing the  study  hour,  to  look  up  in  the  dictionary  the  pronunciation  of  all 
words  unfamiliar  to  him.  In  these  grades  he  is  to  be  taught  how  to  use 
the  dictionary  for  definitions.  At  first  during  the  recitation  hour,  and 
later  during  the  study  hour,  he  should  learn  to  decide  between  the  differ- 
ent meanings  of  a  word,  to  select  the  meaning  which  the  context  calls  for. 
This  work  is  to  be  begun  in  the  fifth  grade  and  carried  on  more  inde- 
pendently by  the  pupil  himself  in  the  sixth.  In  connection  with  this, 
some  study  may  be  given  to  derivation  by  word  analysis.  A  teacher  who 
is  herself  interested  in  the  history  and  suggestiveness  of  words,  may,  by 
a  careful  selection  of  words  for  study  and  skill  in  directing  that  study, 
lead  a  pupil  to  an  appreciation  of  the  life  and  power  in  single  words. 

In  the  study  hour,  also,  the  pupil  should  be  required  to  look  up  al- 
lusions and  correlated  historical  material.  Let  the  teacher  be  definite  in 
her  directions  for  the  finding  of  such  material,  that  the  pupil  does  not 
waste  his  effort  in  a  random  search.  As  nearly  as  possible  let  the  selec- 
tions be  read  at  times  when  the  reading  lesson  will  be  richer  for  sugges- 
tions from  other  studies;  as,  Paul  Revere's  Ride  may  be  read  when  the 
class  are  studying  about  the  battle  of  Lexington.  Sometimes  one  pupil 
may  be  made  responsible  for  a  subject  suggested  by  the  lesson  and  read 
before  the  class  desirable  selections  not  available  by  all. 

As  in  the  other  grades,  the  pupil's  tree  and  independent  expression 
is  to  be  sought  for.  If  a  discussion  arises  in  which  there  is  a  difference 
of  opinion  in  regard  to  the  characters,  the  interpretation  of  a  passage, 
etc.,  it  may  be  well  to  have  the  pupils  interested  in  the  discussion  pre- 
pare a  debate,  each  pupil  being  responsible  for  the  points  on  his  side. 
Let  the  pupils  be  encouraged  to  talk  freely,  giving  their  opinions  of  the 
characters  and  incidents. 

Let  the  work  be  made  as  concrete  as  possible.  The  pupil  can  some- 
times bring  in  illustrative  material;  as,  relics  of  early  New  England  days, 
when  the  class  are  reading  Snow  Bound  or  Miles  Standish.  Girls  of  the 
class  may  bring  in  dolls,  dressed  in  the  costume  of  the  Puritans;  the  boys 
may  be  interested  in  making  a  fireplace  out  of  wood,  at  home  or  in  the 
work-shop  of  the  school.  The  pupils  may  also  draw  pictures  of  the 
scenes  described;  when  reading  Snow  Bound,  they  may  picture  the  spin- 
ning-wheel, the  fireplace,  the  tower  of  Pisa,  the  farm  house  in  the  snow; 
or,  when  reading  Miles  Standish,  they  may  draw  figures  of  the  Puritans, 
or  the  Indians  or  the  Mayflower. 

Let  the  pupils  commit  to  memory  much  of  the  literature  he  reads. 
This  will  aid  in  enlarging  his  vocabulary,  in  giving  him  a  feeling  for 


62  READING-FIFTH  YEAR. 

rhythm  and  beauty  of  expression,  and  in  giving  him  for  permanent  keep- 
ing new  and  rich  thoughts,  to  become  a  part  of  himself  and  unconsciously 
have  bearing  on  his  life.  Sometimes  the  teacher  may  ask  the  pupil  to 
repeat,  without  preparation,  the  lines  he  can  remember.  He  will  be  able 
to  repeat  more  than  he  is  at  first  conscious  of  remembering  and  he  will 
enjoy  the  exercise. 

In  both  grades  especial  emphasis  should  be  placed  upon  clear  enun- 
ciation in  reading;  a  very  brief  part  of  each  recitation  hour  can  well  be 
given  to  a  careful  drill  in  enunciating  words,  or  better,  perhaps,  such 
words  might  constitute  a  separate  exercise  preparatory  to  reading,  or  to  a 
spelling  lesson. 

Greater  freedom  and  interest  will  be  gained  if  the  pupils  are  per- 
mitted to  express  in  action  the  story  they  read.  Parts  of  Snow  Bound 
may  be  expressed  in  pantomime;  scenes  from  Miles  Standish  and  William 
Tell  may  be  presented  dramatically.  These  may  be  given,  not  only  in 
the  reading  class,  but  at  the  period  of  general  exercises.  Take  for  exam- 
ple, The  Song  of  Hiawatha,  suggested  for  reading  in  the  Fourth  Grade. 
This  presented  in  dramatic  form,  is  especially  attractive  to  children.  The 
teacher  should  know  of  the  complete  dramatization  of  the  poem  by  Miss 
Florence  Holbrook,  published  in  the  Riverside  Literature  Series  (Hough- 
ton,  Mifflin  &  Co.).  By  such  a  presentation  as  her  book  suggests,  the 
reading  class  can  give  an  afternoon  of  pleasure  to  the  whole  school.  But 
this  may  take  more  time  in  preparation  than  the  school  can  well  give. 
Instead,  certain  scenes  may  be  given  in  pantomime  by  some  of  the  chil- 
dren, while  parallel  parts  of  the  poem  are  read  or  repeated  by  others.  In 
one  school  the  children  presented  for  the  general  exercises  scenes  from 
Hiawatha's  childhood  and  youth  in  such  a  way  that  little  time  was  taken 
for  preparation  and  new  and  real  interest  was  created  in  the  story. 

The  scenes  were  given  soon  after  Christmas,  so  the  Christmas  trees 
from  the  homes  and  churches  of  the  town  were  brought  together  and 
placed  at  the  rear  of  the  platform  to  make  the  "dark  and  gloomy  pine 
trees"  of  the  forest.  The  wigwam  of  Nokomis  was  made-  by  the  boys  in 
the  work-shop.  It  consisted  of  burlap  stretched  over  poles,  tied  together 
at  the  top;  yet  when  seen  on  the  stage,  with  the  "forest"  for  a  background, 
made  a  creditable  wigwam.  On  one  of  the  trees  hung  the  cradle  of  the 
little  Hiawatha,  in  which  a  cloth  baby  had  been  put  to  sleep.  The  cradle 
also  had  come  from  the  work-shop  and  was  made  of  board  and  cloth  and 
hung  by  a  string  so  that  old  Nokomis  could  take  it  off  and  strap  it  over 
her  back  as  she  went  about  her  work. 

The  old  Nokomis  looked  squawlike  as  she  went  about  in  her  bright 
blanket  and  beads  and  moccasins,  her  straight  hair  hanging  down  over 
her  shoulders  and  her  face  stained  a  copper  color  with  a  dry,  brown,  min- 
eral paint.  One  almost  forgot 'she  was  only  a  small  school-girl,  for  she 
entered  into  the  part  so  heartily  and  naturally,  and  looked  the  little  old 
Indian  woman  as  she  sat  before  the  doorway  of  the  wigwam  and  crooned 
to  the  little  Hiawatha  songs  of  the  owlet  and  the  firefly,  and  told  him  the 
story  of  the  old  grandmother  whom  the  angry  warrior  flung  against  the 
moon,  and  of  the  flowers  that  make  the  rainbow  in  the  heavens. 


READING-FIFTH  YEAR. 


63 


Then  the  boaster,  lagoo,  a  boy  dressed  in  an  Indian  blanket  and 
brave  with  turkey  feathers,  gave  to  Hiawatha  a  bow  and  arrows,  likewise 
made  in  the  work-shop,  and  pointing  to  the  forest,  charged  him  to  "kill 
a  deer  with  antlers."  The  little  Hiawatha,  in  the  Indian  boy's  dress  of 
brown  cotton  flannel  shirt  and  leggings  trimmed  with  fringe,  took  the 
bow  and  went  stealthily  to  the  forest.  He  looked  at  the  birds  and  squir- 
rels but  would  not  shoot  them;  nor  would  he  hurt  the  rabbit  that  hopped 
out  on  the  stage  and  looked  timidly  about,  but  he  eagerly  followed  the 
tracks  by  the  forest  and  waited  for  the  red  deer.  When  the  deer  came, 
the  children  who  watched  and  listened  could  hardly  contain  themselves; 
for  it  was,  in  truth,  a  "deer  with  antlers"  and  four  legs  and  brown  skin 
— a  piece  of  brown  burlap  thrown  over  two  boys  who  went  very  willingly 
to  the  task  of  being  deer.  With  eager  suspense  the  children  waited  as 
the  little  Hiawatha  aimed  his  arrow  and  "the  wary  roebuck  started, 
stamped  with  all  his  feet  together,"  then  lay  dead  in  the  pathway  of  the 
forest. 

The  little  Hiawatha  found  some  difficulty  in  bearing  the  red  deer 
homeward,  but  at  last  he  reached  the  wigwam  and  was  greeted  with  great 
applause.  Then  the  old  Nokomis  prepared  a  banquet  and  the  braves 
from  the  village,  all  in  festive  robes  and  turkey  feathers,  eagerly  came  to 
sit  about  the  feast — dried  beef  in  a  kettle  which  hung  from  a  tripod  over 
a  fire — and  to  praise  with  unction  the  little  warrior. 

Another  day  the  scene  expressed  in  pantomime  was  that  of  Hiawatha 
and  his  three  friends.  This  time  the  stage  had  three  wigwams  before 
the  forest.  Hiawatha  had  grown  to  manhood.  Great  skill  he  showed  in 
shooting  his  arrows,  one  after  another,  at  an  imaginary  mark  in  the  for- 
est till  he  came  to  the  deer  and  bison, — the  bison,  two  other  small  boys 
covered  with  a  buffalo  robe,  and  brandishing  buffalo  horns  from  a  for- 
midable bison  head.  But  Hiawatha  slew  both  the  red  deer  and  the  bison 
and  there  was  great  rejoicing  among  the  friends. 

Then  Chibiabos  played  on  his  flute  with  so  much  power  that  all  the 
braves  of  the  village  gathered  about  him  and  were  moved  to  such  excite- 
ment that  they  gave  their  warwhoops  and  danced  wildly  about  the  fire, 
or  were  calmed  to  peaceful  quiet  as  he  softly  sang  the  sweet  little  Indian  air: 


E    ya  nik  a  so  kisflingla  chu-o!  0,  ki    yi  chu-o!  0,  ki  yi  chu-o! 

I       I       fs    >s    N    N  T— I 1 1 — *— N 

^ -M — m — * — * 


E     ya  nik  a  so  kis  fling  la  chu-o!  0,  ki  yi  chu-o!  0,  ki   yi  chu-o! 

(Yell) 


-LJ-^1- 


Ki     yi!     Ki     yi!  Ki      yi!    Ki  ^  yi!     Ki     yi,     yi,     yi,      yi! 


64  SPELLING-  FIFTH  YEAR. 

Even  the  listless,  dull  and  dreamy  Kwasind  was  moved  by  the  music 
of  the  gentle  Chibiabos,  but  he  would  not  join  with  the  other  young  In- 
dians as  they  pitched  their  quoits  upon  the  stage.  "When  they  challenged 
him,  he  made  no  answer: 

"Only  rose  and  slowly  turning, 
Seized  the  huge  rock  in  his  fingers, 
Tore  it  from  its  deep  foundation, 
Poised  it  in  the  air  a  moment, 
Pitched  it  sheer  into  the  river." 

To  be  sure,  the  huge  rock  had  also  come  from  the  work-shop,  and 
was  but  a  frame  covered  over  with  slate  colored  cloth,  but  it  demonstrated 
Kwasind's  strength  and  made  a  grand  crash  as  it  was  thrown  from  the 
platform  into  the  imaginary  river. 

Yet  Kwasind  performed  one  more  great  feat  that  day.  With  his 
companions,  he  sailed  down  the  river  in  a  boat  that  was  only  a  flat  pro- 
file of  a  boat,  but  that  had  oars  and  really  moved  on  the  stage,  pushed 
along  in  some  ingenious  way  by  the  strong  man  and  his  companions. 
As  they  sailed  down  the  stream,  they  saw  Ahmeek,  the  King  of  Beavers 
—  a  small  boy  from  a  lower  grade,  with  a  beaver's  coat  of  a  fur  rug  — 
struggling  in  the  water.  Without  pausing,  Kwasind  leaped  into  the 
river  and  reappeared  triumphant,  bearing  "upon  his  shining  shoulders," 
"the  beaver,  dead  and  dripping." 

Thus  the  children  learned  of  Hiawatha  and  his  friends.  Interested 
as  they  had  been  in  the  story  from  the  reading  lesson,  they  gained  a 
greater  interest  in  it  and  it  had  more  reality  for  them  after  they  had  en- 
acted these  scenes.  The  play  in  the  schoolroom  was  played  again  in 
their  games  out  of  doors.  With  it  all  they  had  the  added  pleasure  of 
giving  enjoyment  to  others. 


To  THE  TEACHER.  —  Read  "General  suggestions  to  teachers"  on  page 
33  of  this  Course.  Do  not  waste  time  on  diacritical  marks  after  they 
have  been  thoroughly  learned,  but  require  their  interpretation  for  pro- 
nouncing new  words.  Much  of  the  work  in  word  stud^^^M^  be  done  in 
connection  with  reading  and  language. 

ALTERNATION.  —  The  Course  in  Spelling  for  fifth  and  sixth  years  is 
planned  to  alternate  from  year  to  year.  To  keep  up  the  same  order  of 
alternation  already  well  established  in  some  localities,  have  all  pupils  of 
fifth  and  sixth  years  study  Sixth  Year  Spelling  during  the  school  year 
of  1903-4,  Fifth  Year  Spelling  during  1904-5,  Sixth  Year  Spelling  during 
1905-6,  and  so  continue  to  alternate  from  year  to  year. 

FIRST  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  a  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  suffix  less.    Words  con- 
taining prefix  a. 


SPELLING-FIFTH  YEAR.  65 

4.  Pronounce:  acorn,  alias,  ally,  alas,  arctic,  address,  alder,  alien, 
alms,  apricot. 

5.  Use  correctly  in  sentences:  aught,  ought;  aisle,  isle;  air,  e'er, 
heir,  ere;  bait,  bate;  berry,  bury;  berth,  birth;  borough,  burrow;  bolder, 
bowlder;  core,  corps;  cede,  seed. 

6.  Give  pupils  special  instruction  in  the  use  of  a  dictionary.     Fre- 
quently during  the  year  test  pupils  in  pronouncing  at  sight  a  column  of 
words  from  the  dictionary. 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  e  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  suffixes  er,  ard,  ster. 

4.  Pronounce:  area,  arid,  arrow,  avenue,  aye,  bade,  banana,  bicycle, 
bomb,  botch. 

5.  Homonyms:    capital,  capitol;  currant,  current;  symbol,  cymbal; 
gamble,  gambol;  gored,  gourd;  hie,  high;  key,  quay;  links,  lynx;  liar, 
lyre;  lock,  loch. 

6.  Write  names  of  all  the  diacritical  marks. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  i  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  suffix  y;  the  prefix  be. 

4.  Pronounce:  brooch,  bulk,  beneath,  bravo,  breeches,  calm,  caldron, 
caravan,  castle,  chasm. 

5.  Homonyms:  lea,  lee;  ode,  owed;  peak,  peek,  pique;  peddle,  pedal; 
quarts,  quartz;  roe,  row;  root,  route;  straight,  strait;  shear,  sheer,  shire; 
serge,  surge. 

6.  Write  and  learn  to  spell  words  containing  ei  and  ie,  as  seize,  field, 
belief,  deceit.  ^ 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  o  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  prefixes  un,  fore. 

4.  Pronounce:    chasten,   creek,    coral,    decade,    docile,  dew,  divert, 
donkey,  ducat,  duke. 

5.  Homonyms:  wait,  weight;  wean,  ween;  lean,  lien;  desert,  dessert; 
the,  thee;  cite,  sight,  site;  stile,  style;  cord,  chord;  sleight,  slight;  doe, 
dough. 

6.  Write  and  learn  to  spell  words  ending  in  ant  and  ent,  as  inclem- 
ent, incessant. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  u  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  prefixes  mis,  out. 

4.  Pronounce:  duty,  e'er,  envelope,  errand,  esquire,  exhaust,  exile, 
faucet,  flew,  frontier. 


66  SPELLING-FIFTH  YEAR. 

5.  Words  often  confounded  in  spelling,  pronunciation,  or  meaning: 
addition,  edition;  access,  excess;  annals,  annuals;  accept,  except;  assay, 
essay;  burst,  bust;  celery,  salary;  censor,  censer;  capital,  capitol;  caster, 
castor. 

6..  Write  and  learn  to  spell  words  ending  in  able  and  ible,  as  salable, 
visible. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  y  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  suffix  hood. 

4.  Pronounce:  frost,  fetid,  forehead,  gape,  genuine,  gosling,  gratis, 
guardian,  geyser,  God. 

5.  Words  often  confounded  in  spelling,  pronunciation,  or  meaning: 
cereal,  serial;  currant,  current;  decease,  disease;  divers,  diverse;  desert, 
dessert;  dual,  duel;  elude,  illude;  haven,  heaven;  intense,  intents;  jest, 
just. 

6.  Write  and  learn  to  spell  words  ending  in  cal  and  cle,  as  magical, 
miracle. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  c,  g,  and  n  with  diacritical  markings. 

3.  Write  and  define  words  containing  suffixes,  let,  kin,  ling,  ock. 

4.  Pronounce:  half,  hearth,  helm,  homage,  hostler,  humor,  hurrah, 
heroism,  hog,  hyphen. 

5.  Words  often  confounded  in  spelling,  pronunciation,  or  meaning: 
lightening,  lightning;  loath,  loathe;  mountain,  mounting;  neither,  nether; 
of,  off;  pillar,  pillow;  pheasant,   peasant;    presents,   presence;    patients, 
patience,  reticule,  ridicule. 

6.  Write  a  list  of  abbreviations  in  common  use  and  give  the  words 
for  which  they  are  used. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Sounds  represented  by  s,  x,  ch,  and  th  with  diacritical  markings. 

3.  Write  and  define  words  containing  the  suffix  dom,  the  prefix  with. 

4.  Pronounce:  inquiry,  italic,  iron,  jog,  jowl,  kiln,  lapel,  lava,  leis- 
ure, lettuce. 

5.  Words  often  confounded  in  spelling,  pronunciation,  or  meaning: 
statue,  stature,  statute;  stationary,  stationery;  tour,  tower;  which,  witch; 
with,  withe;  yoke,  yolk;  formally,  formerly;  gorilla,  guerrilla;  ingenious, 
ingenuous;  through,  thorough. 

6.  For  a  yearly  test  select  one  hundred  of  the  most  difficult  words 
from  the  first  reader  used  in  the  school  and  pronounce  for  pupils  to  spell. 


See  suggestions  to  teachers,  page  36. 

ALTERNATION. — Fifth  Year  Language  should  be  taught  during  the 
school  year  1904-5,  Sixth  Year  Language  during  1903-4,  and  so  con- 
tinue to  alternate  from  year  to  year. 


LANGUAGE-FIFTH  YEAR.  67 

FIRST  MONTH. 
I.  Is  and  are,  was  and  were. 

We late.     they  late?   You mistaken you  mistaken? 

Each  of  them mistaken.     Both  of  them going.     The  words 

of  the  song pretty.     There the  girls.     The  color  of  the 

books green. 

II.  Poems. — 1.  Barbara  Frietchie. — Whittier.  Suggestions  for  study  of 
poem;  Time  of  incident.  Who  were  Lee  and  Stonewall  Jackson? 
Tell  the  story  as  interestingly  as  you  can.  Divide  poem  into  three 
parts.  What  words  of  the  poem  should  you  not  have  thought  of 
using?  Meaning  of  each.  Learn  poem.  2.  An  Order  for  a  Pic- 
ture.— Alice  Gary.  Notice  the  descriptions.  Tell  the  story. 
Learn  the  first  three  stanzas  or  the  remaining  part. 

in.  Conversation  lessons. — 1.  Why  we  study  language.  (To  help  us 
write  and  talk  (a)  correctly,  (b)  clearly,  (c)  interestingly.)  2.  Should 
you  like  to  be  able  to  tell  a  story  well?  Why?  3.  Copy  from 
reader  a  story  containing  conversation.  Notice  punctuation  and 
capitals  carefully. 

IV.  Compositions. — 1.  A  story  about  a  child  or  an  animal.  Let  point  of 
story  come  as  a  surprise  at  the  end.  2.  My  best  picnic,  or  How  I 
spent  the  Fourth  of  July. 

SECOND  MONTH. 

I.  Don't,  doesn't,  isn't,  aren't,  hasn't,  haven't,  and  am  not.  (Hain't  and 
ain't  always  incorrect.) 

She  (I,  Mary,  they,  you,  he) understand  the  example.     Mother 

care,  etc.   It matter.    That  answer right.   She  (I,  Mary, 

they,  he) ready you  (Mary,  they,  I,  he)  ready?    she 

write  well?      the  two  girls  look  alike?     She  (I,  Mary,  they, 

you,  he) come. 

IE.  Poems. — 1.  The  Fountain. — Lowell.     2.  Sheridan's  Ride. — Read. 
HI.  Conversation. — How  to  write  a  good  description.     (See  the  picture 
clearly,  find  words  that  will  best  make  others  see  it,  describe  im- 
portant features  first,  then  fill  in  details). 

IV.  Compositions. — 1.  Describe  some  familiar  scene.  Choose  some  def- 
nite  point  of  view  and  time  of  day.  2.  My  favorite  room.  3.  My 
favorite  autumn  sport.  Tell  what  it  is  and  why  you  like  it. 

THIRD  MONTH. 
I.  Did  and  done. 

I the  work.     I  have the  work.     He  has the  work.     We 

the  work.     John the  work. 

Similar  sentences  with  saw  and  seen,  wrote  and  written,  spoke  and 

spolten,  came  and  come. 

II.  Poems. — 1.  The  Landing  of  the  Pilgrim  Fathers. — Hemans.  The 
story  of  the  Pilgrims.  Pictures  in  poem.  Learn  whole  poem.  2. 
The  One  Hundredth  Psalm. 

III.  Compositions. — 1.  A  Thanksgiving  picture;  the  dinner  table,  the 
arrival  of  the  guests,  or  the  kitchen  in  the  midst  of  Thanksgiving 


68  LANGUAGE-FIFTH  YFAR. 

preparations.  2.  My  baby  brother  (sister).  Make  it  clear  that 
this  baby  is  not  like  other  babies.  3.  How  mother  makes  pump- 
kin pies;  or  pumpkins, — how  to  raise  them,  and  their  uses. 

FOURTH  MONTH. 

I.  Set,  to  cause  to  sit.     Lay,  to  cause  to  lie.     Raise,  to  cause  to  rise. 

I  now  lay  the  book  on  the  table.     It  will  lie  there  all  day. 

I  laid  the  book  on  the  table.     It  lay  there  all  day. 

I  am  laying  the  presents  at  the  foot  of  the  tree.     They  will  lie  there 
till  night. 

The  mother  laid  the  baby  on  the  bed.     It  has  lain  there  an  hour. 
It  is  still  lying  there. 

I  now  set  the  basket  on  the  table.     It  will  sit  there  all  day. 

I  set  the  basket  there  yesterday.     It  still  sits  there,  etc. 

Drill  on  similar  sentences  with  rise  and  raise. 

II.  Poems. — 1.  Christmas  Bells. — Longfellow.  2.  Little  Gottlieb. — 
Phoebe  Gary. 

Ask  children  to  hunt  in  their  home  books  for  Christmas  carols 
and  bring  them  to  class  to  be  read  and  studied.  Let  teacher  select 
some  one  to  be  learned  by  all.  Encourage  pupils  to  learn  others 
IH.  Compositions. — 1.  Reproduction  of  Christmas  story  read  or  told  by 
teacher.  The  following  are  suitable:  Carol  Bird's  Christmas  Party, 
from  The  Birds'  Christmas  Carol. — Kate  Douglas  Wiggin.  The 
Christmas  Sheaf. — Phosbe  Gary.  2.  How  I  should  like  to  spend 
Christmas  Eve. 

FIFTH  MONTH. 

I.  Notice  that  I,  he,  she,  they,  we,  and  who  are  used  alike  but  that  their 
uses  are  different  from  those  of  me,  him,  her,  them,  us,  and  whom. 
It  is  I,  (he,  she,  they,  we).  Is  it  I,  (he,  she,  they,  we)?  It  was  he. 
Was  it  he?  It  may  have  been  he.  It  must  have  been  she.  Mary 
said  that  it  was  she.  She  spoke  to  me.  She  spoke  to  Maiy  and 
me.  I  went.  Mary  and  I  went.  She  invited  Mary  and  me.  Who 
saw  the  runaway?  We  boys  (saw  the  runaway).  Whom  did  she 
give  the  ball  to?  Us  boys. 

II.  Poems. — 1.  The  Heritage. — Lowell.  2.  The  Death  of  Lincoln. — 
Bryant.  Other  tributes  to  Lincoln  and  passages  from  his  speeches 
may  be  gotten  fiom  many  sources.  Hyde's  School  Speaker  and 
Reader  has  many. 

III.  Composition  work. — A  biography  of  Lincoln;  his  childhood,  young 
manhood,  his  early  connection  with  politics,  his  presidencv,  his 
death.  Encourage  pupils  to  seek  information  from  all  sources. 
After  one  period  has  been  talked  over  in  class  and  a  simple  outline 
has  been  put  upon  the  board,  have  pupils  Avrite  a  chapter  of  the 
biography.  So  continue  until  the  story  is  complete.  A  good  op- 
portunity to  teach  something  about  paragraphing.  Instead  of  the 
biography,  stories  about  Lincoln  gleaned  from  all  sources  may  be 
told  by  children,  then  written. 


tANCUAGE-PIFTH  YEAR.  69 

SIXTH  MONTH. 

I.  She  talks  (walks,  sings)  like  me  (him,  her);  Sh^  is  like  me  (her,  Mm); 

She  seems  like  lier  mother,  are  correct  sentences;  but  like  should 

not  be  used  in  sentences  like  the  following:     She  talks her 

mother  does.     It  looks it  were  going  to  rain.     It  seems 

could  not  study  longer.     I  feel it  is  a  mistake.    Do  it I  do. 

She  talks she  understood  the  subject.    Use  instead  as,  as  if,  or 

that.  Struggle  faithfully  against  the  incorrect  use  of  like.  When- 
ever the  word  is  used  incorrectly  in  school,  have  sentence  corrected 
and  put  on  board  for  drill. 

II.  Poems. — 1.  The  Arrow  and  the  Song. — Longfellow.     2.  The  Build- 

ers.— Longfellow.  Select  five  words  in  the  poem  that  you  have 
never  used.  Try  to  find  a  substitute  for  each.  Use  each  in  a 
sentence  of  your  own. 

III.  Compositions. — 1.  Write  the  story  in  Longfellow's  poem,  The  Bell 
of  Atri.  Teacher  read  poem.  2.  Write  a  story  illustrating  kind- 
ness to  animals  or  the  intelligence  of  animals. 

SEVENTH  MONTH. 

I.  Nice  means  fine,  careful,  exact.  A  watchmaker  must  do  nice  work. 
Good  authors  make  nice  distinctions  in  the  use  of  words.  People 
talk  carelessly  about  nice  cake,  nice  days,  nice  girls,  nice  books. 
Have  pupils  make  list  of  the  things  they  are  tempted  to  use  this 
word  to  describe  and  choose  really  appropriate  words  to  describe 
each.  Study  awful  in  the  same  way. 

II.  Poems. — 1.  Plant  a  Tree. — Lucy  Larcom.     2.  Spring. — Longfellow. 

III.  Conversations. — 1.  How  does  an  explanation  differ  from  a  descrip- 
tion? (Explanation  deals  not  only  with  the  outward  form  but  with 
the  meaning.  We  explain  by  illustrating,  telling  why,  etc.)  2. 
Arbor  Day.  Send  to  U.  S.  Department  of  Agriculture,  Washing- 
ton, and  to  State  Superintendent  of  Public  Instruction,  for  litera- 
ture upon  Arbor  Day. 

IV.  Compositions. — 1.  Explain  clearly  what  improvements  you  would 
like  to  have  made  in  the  school  yard  or  schoolhouse.  2.  Describe 
some  tree.  Draw  the  tree,  and  a  single  leaf.  (See  whether  other 
pupils  recognize  the  tree  by  the  description.)  3.  What  trees 
should  you  like  to  have  planted  in  the  school  yard?  Why?  4. 
Accounts  by  different  pupils  of  famous  trees.  Oral. 

EIGHTH  MONTH. 

I.  Have  pupils  search  for  substitutes  for  bits  of  slang  that  have  no  ex- 
cuse for  being,  that  merely  impoverish  the  vocabulary  by  taking 
the  place  of  worthy  and  definite  expressions.  The  pupils  of  each 
district  probably  have  some  such  expressions. 

II.  Conversation. — Lead  pupils  to  talk  frankly  and  definitely  of  how 
they  have  been  benefited  by  the  year's  work  (bad  habits  of  speech 
corrected,  new  words  learned,  increased  pleasure  in  writing  and 
talking),  and  where  they  most  need  to  improve. 


70  ARITHMETIC-FIFTH  YEAR. 

m.  Poems. — 1.  Daffodils. — Wordsworth.     2.  Description  of  June  from 

The  Vision  of  Sir  Launfal,  by  Lowell. 

Other  poems  suggested  for  study. — The  Painted  Cup,  Bryant;  The 
Rhodora,  Emerson;  The  Yellow  Violet,  Bryant;  To  the  Fringed 
Gentian,  Bryant;  The  Gladness  of  Nature,  Bryant. 

IV.  Composition. — 1.  My  ideal  flower  garden  (vegetable  garden).  Illus- 
trate by  a  diagram.  2.  My  favorite  flower.  Explain  why  you  like 
it.  Illustrate  by  a  drawing.  3.  The  care  of  a  strawberry  bed 
''fruit  trees,  pansies,  sweet  peas).  Explain  clearly. 

ARITHMETIC. 

The  work  of  the  fifth  year  continues  along  the  same  lines  as  in  the 
fourth  year  including  more  difficult  work  in  fractions  and  new  denomi- 
nate units.  Ratio  and  percentage  are  introduced.  Precision  in  the  use 
of  language  is  a  condition  of  precise  thinking.  A  relation  cannot  be  seen 
in  the  absence  of  ideas  of  the  things  related;  hence  with  fractions  and  in 
percentage  statements,  the  base  should  be  named. 

FIRST  MONTH. 

Compute  the  capacity  of  bins,  boxes,  and  rooms,  in  cubic  feet  or  cubic 
inches.  Compute  and  learn  number  of  cubic  feet  in  a  cubic  yard,  cubic 
inches  in  a  cubic  foot.  Long  division,  three-place  divisors.  Writing, 
adding  and  subtracting  decimal  thousandths.  Multiplying  thousandths 
by  integers.  Partition  of  thousandths.  Reduce  mixed  numbers  to  frac- 
tions and  fractions  to  mixed  numbers. 

Teach  that  in  the  expression  16  is  -f  of  40,  •§•  is  the  ratio  of  16  to  40. 
Similarly  in  12  fts.  is  3  times  4  Ibs.,  3  is  the  ratio.  The  ratio  is  the  re- 
lation of  the  first  number  to  the  second  obtained  by  measuring  the  first 
by  the  second.  Express  the  ratio  between  like  quantities  as  the  ratio  of 
foot  to  yard,  hour  to  day,  week  to  September,  etc.  Find  an  unknown 
number  when  a  given  number  bears  to  it  a  known  ratio,  as;  6  is  f  of 
what  number? 

SECOND  MONTH. 

Problems  in  excavation  at  customary  price  per  cubic  yard. 

Partition  of  fractions  both  by  dividing  the  number  of  fractional  units 
(f -=-3,  or  •§•  of  f  =  f)  and  by  dividing  the  size  of  the  fractioiral  units  (•§-  of 
| =-3^:,  hence  |-  of  4  = /r). 

Finding  a  fraction  of  a  fraction,  so-called  multiplication  of  a  fraction 
by  a  fraction,  (since  •§•  of  f  =  -&,  f  of  4= •£-?•).  State  rule  for  this  process. 
Note  that  a  fractional  multiplier  involves  two  processes,  a  partition  and 
a  multiplication. 

The  ton  and  hundred  weight.  Weight  of  a  bushel  of  wheat,  oats 
and  corn.  Make  out  bills  for  loads  of  hay,  coal,  and  grain  at  prevailing 
prices.  Problems  involving  decimal  parts  of  ton  and  hundred  weight. 

Teach  that  "per  cent"  means  hundredths,  that  \  of  anything  is  50% 
of  it,  that  |  is  33|%,  £  =  25%  1  =  20%.  Teach  the  percentage  statement. 
7  is  25%  of  28.  Since  any  one  of  the  three  numbers  may  be  lacking  we 
have  three  types  of  percentage  problems: 


ARITHMETIC— FIFTH  YEAR.  71 

1.  What  is  25%  of  28?     2.  7  is  what  %of  28?    3.  7  is  25%  of  what? 

Solve  many  simple  problems  of  each  type  involving  the  rates  named 
above  by  translating  the  given  rate  into  the  corresponding  simple  frac- 
tion. 

THIRD  MONTH. 

Calculate  height  of  a  rectangular  solid,  when  length,  breadth,  and 
volume  are  known,  by  dividing  the  entire  volume  by  the  volume  of  one 
layer,  that  is,  by  the  area  of  the  base. 

Teach  wood  measure,  cord  and  cord  foot.  How  many  cords  could  be 
put  in  the  school  room?  Paper  measure,  quire,  and  ream. 

Multiplication  of  fractions  by  integers  by  multiplying  the  number 
of  fractional  units  (4X-f ='VL)>  and  by  multiplying  the  size  of  frac- 
tional units  (4Xf  =  f). 

Multiply  mixed  numbers  by  integers,  and  integers  by  mixed  num- 
bers. Teach  16f%,  12|%,  10%  8£%,  75%,  66|%,  40%,  60%,  80%,  as  the 
equivalents  of  certain  fractions  and  use  these  rates  in  various  types  of 
percentage  problems  as  in  the  second  month. 

Compare  the  ratio-statement  24  is  -f-  of  40  with  the  percentage  state- 
ment 24  is  60%  of  40.  In  percentage  the  rate  is  a  ratio. 

FOURTH  MONTH. 

Teach  number  of  cubic  inches  in  a  gallon  and  compute  capacity  of 
vats,  wagon  tanks. 

Multiplication  of  hundredths  by  tenths,  tenths  by  hundredths,  inte- 
gers by  thousandths.  Compare  the  process  with  multiplication  of  one 
common  fraction  by  another. 

State  result  of  multiplying  numerator  of  a  fraction;  the  denominator; 
both  by  the  same  number.  State  effect  of  dividing  numerator;  denom- 
inator; both  by  the  same  number.  These  six  principles  should  be  learned 
thoroughly. 

Reduce  fractions  to  lower  terms,  that  is,  to  larger  fractional  units. 
Solve  many  concrete  problems  involving  the  preceding  operations  in  frac- 
tions. 

Solve  problems  using  the  rates  1%,  2%,  3%,  etc.,  in  all  three  types. 
Note  that  every  problem  involves  two  main  steps,  and  that  in  every  prob- 
lem the  first  step  is  to  find  one  per  cent  of  the  base. 

FIFTH  MONTH. 

Lay  off  a  rod  on  the  school  room  floor.  Teach  its  relation  to  the  foot, 
yard,  and  mile.  Number  of  feet  in  a  mile.  On  a  familiar  road  or  street 
mark  off  some  portion  a  mile  in  length. 

Change  decimal  fractions  to  equivalent  common  fractions,  by  writing 
the  denominator  and  reducing  to  lowest  terms. 

Addition  of  fractions.  In  adding  -J-  and  -£-,  show  the  need  of  a  new 
fractional  unit  to  which  fourths  and  fifths  can  be  reduced,  and  that  the 
denominator  of  the  equivalent  fractions  must  be  some  common  multiple 
of  four  and  five.  Mode  of  finding  least  common  multiple. 

Work  out  average  daily  temperature  from  school  weather  record. 
Problems  in  profit  and  loss,  all  types. 


72  PHYSIOLOGY— FIFTH  AND  SIXTH  YEARS. 

SIXTH  MONTH. 

Draw  a  square  rod — scale  one  inch,  to  the  yard — and  note  the  num- 
ber of  yard-squares,  the  two  sets  of  half  squares,  and  the  quarter  square. 
Multiply  5^X5£  and  note  what  part  of  the  square  each  part  of  the  pro- 
duct represents.  Teach  the  acre,  its  relation  to  the  square  rod,  and  square 
mile.  Note  dimensions  of  40-acre  fields  near  the  schoolhouse. 

Subtraction  of  fractions.  Addition  and  subtraction  of  mixed  num- 
bers. Reduce  i,  i,  i,  -f-,  i,  •§-,  etc.,  to  equivalent  decimals.  Problems  in 
fencing  and  flooring;  begin  with  school  yard  and  school  room.  Problems 
in  commission  drawn  from  environment  of  pupils,  tax  collections,  land 
sales,  etc. 

SEVENTH  MONTH. 

Problems  in  plastering  and  painting  at  prevailing  rates.  Reduce 
sixths,  eighths  and  twelfths  to  hundredths  and  thousandths.  Measure- 
ment of  integers  and  fractions  by  fractions,  dividend  and  divisor  changed 
to  a  common  fractional  unit.  Solve  problems  in  proportion,  such  as,  "If 
8  pounds  of  sugar  cost  50  cents,  what  is  the  cost  of  twelve  pounds?" 

Eight  pounds  is  the  same  part  of  twelve  pounds  as  50  cents  is  of  the 
required  cost.  Eight  pounds  is  •§•  of  twelve  pounds;  50  cents  is  •§•  of  75 
cents,  the  required  cost. 

Commercial  discount.  Problems  in  percentage  involving  "more 
than"  or  "less  than"  in  statement;  such  as,  "A  horse  sold  for  $150,  25% 
more  than  its  cost.  What  was  the  cost?"  Note  that  in  all  applications  of 
percentage  the  important  question  is,  What  is  the  base? 

EIGHTH  MONTH. 

Problems  in  papering,  teach  mechanics'  rule:  3  rolls  for  100  square 
feet.  Carpeting  with  matting  or  unfigured  carpets.  Shingling — exam- 
ine overlapping  and  compute  number  of  4-inch  shingles  needed  for  each 
cubic  foot  when  laid  with  different  exposures  to  the  weather.  Ratio  of 
one  fraction  to  another,  found  by  reducing  both  to  common  unit.  Com- 
pare with  measurement  of  fractions.  Problems  in  simple  interest.  Use 
"aliquot  part  method"  for  fractions  of  a  year.  Show  that  a  fraction  is 
an  indicated  partition;  hence  to  reduce  a  common  fraction  to  a  decimal, 
divide  numerator  by  the  denominator.  Teach  the  Roman  Notation,  for 
any  number  under  MM. 

PHYSIOLOGY  AND  HYGIENE— Fifth  and  Sixth  Years. 

NOTE. — See  note  at  head  of  First  and  Second  Year  Physiology  and 
Hygiene,  page  25. 

FIRST  MONTH. 

Review  work  of  lower  grades  with  use  of  book. 
SECOND  MONTH. 

LUNGS. — Describe  structure  of  lungs,  larynx,  epiglottis,  trachea, 
pleura.  Care  of  lungs  and  throat.  Why  we  breathe.  Teach  how  blood 
is  purified  in  lungs.  Color  of  pure  and  impure  blood.  Ventilation. 
Pure  air;  avoid  currents;  disinfectants;  contagion.  Effects  of  alcohol  and 


GEOGRAPHY—  FIFTH  YEAR.  73 

tobacco  on  lungs.     Smoking  has  a  tendency  to  lead  to  drinking.     The 
younger  the  person  using  tobacco  the  more  serious  will  be  its  effects. 

BONES.  —  Scientific  names  of  principal  bones.  Hygiene,  nourish- 
ment, growth,  coverings,  and  uses  of  bones,  condition  at  different  ages, 
joints  and  cartilages. 

THIRD  MONTH. 

MUSCLES.  —  What  muscle  is.  Have  class  examine  muscle  of  beef, 
pork,  chicken,  etc.  Show  how  the  body  is  moved  by  muscles.  Have 
pupils  examine  tendons,  ligaments  and  cartilage.  Explain  use  of  each. 
Have  pupils  examine  different  kinds  of  joints.  Explain  use  of  each. 

NERVOUS  SYSTEM.  —  Brain  —  white  and  gray  matter,  cerebrum,  cerebel- 
lum, medulla  oblongata.  Spinal  cord.  Nerves  —  motory  nerves,  sensory 
nerves.  Reflex  action.  All  senses  dependent  upon  nerves.  Effects  of 
alcohol  and  tobacco  on  nervous  system.  Impress  fact  that  it  is  difficult  to 
restore  nervous  system  after  it  is  once  impaired.  Necessity  for  early  retiring. 


GEOGRAPHY. 

THE  PLAN.  —  The  work  of  this  year  will  be  first  general  —  the  making 
and  reading  of  a  map;  an  acquaintance  with  the  globe;  then  a  trip  around 
the  globe  in  the  study  of  continents,  with  interest  centered  in  the  greater 
industries;  then  a  more  detailed  study  of  our  own  country,  state  and  county. 

FIRST  MONTH. 

THE  MAKING  AND  READING  OF  A  MAP.  —  Make  a  plan  of  the  school  room, 
taking  measurements  with  the  foot  rule  or  yard  stick,  drawing  the  plan 
to  scale,  using  a  half  inch  or  quarter  inch  to  the  foot.  Enter  the  desk, 
stove,  etc.  Next  make  a  map  of  the  school  yard,  using  a  measuring  tape 
or  a  ten-foot  pole  and  practicing  the  measurement  of  such  distances  by 
"stepping"  or  "pacing"  it  off.  Plot  as  before,  using  a  smaller  and  appro- 
priate scale.  Enter  the  school  house,  outbuildings,  roadway,  trees  and 
other  prominent  objects.  It  will  be  an  easy  step  to  the  idea  of  charting 
a  larger  area,  like  the  farm;  then  the  teacher  in  a  single  lesson  or  so,  may 
show  a  map  of  the  township,  with  the  schoolhouses  located  in  it,  with 
other  prominent  features;  then  the  county  map,  with  the  township  conspic- 
uous in  it;  then  the  state,  with  the  county  made  prominent;  then  the 
United  States,  with  the  state  under  observation,  and  North  America,  with 
the  United  States  for  observation.  In  all  of  this  work  the  emphasis 
should  be  laid  on  the  scale,  and  this  should  be  noticed  in  every  map 
studied  from  now  on. 

At  this  stage  introduce  the  globe,  showing  North  America  and  the 
other  continents  distributed  over  it,  still  giving  constant  exercise  with  the 
scale.  Give  some  minutes  of  drill  each  day  on  the  globe  and  the  maps 
in  the  text-book,  until  all  the  class  can  name  the  continents  and  oceans  at 
sight. 

SECOND  MONTH. 

NORTH  AMERICA.  —  In  the  study  of  the  continent  a  topical  outline 
will  be  followed  as  a  guide  in  the  study  and  recitation.  In  working  with 
the  continent  the  purpose  will  be  to  fix  firmly  in  the  mind  of  the  pupil 


74  GEOGRAPHY-FIFTH  YEAR. 

relative  positions  on  the  globe;  relative  areas;  a  few  salient  features  in  the 
outline;  the  great  highlands  and  lowlands;  the  largest  drainage  basins;  a 
few  great  facts  of  climate  and  life;  and  industry  and  commerce.  The  five 
primary  subdivisions  of  topical  outline  may  be  placed  on  the  board  and 
memorized  by  the  class,  so  furnishing  a  regular  order  of  recitation. 

TOPICAL   OUTLINE. 

1.  Location,  Size,  Outline. 

Coast  features,  large  islands. 

2.  Surface. 

Highlands,  mountain  axes,  lowlands,  drainage  basins. 

3.  Climate. 

Hot  belt,  temperate  belt,  cold  belt. 
Prevailing  winds,  rainfall. 

4.  Life. 

Forests,  grassy  plains,  deserts. 
Animal  life,  wild  and  domestic. 
Peoples. 

5.  Industry  and  Commerce. 

Chief  productions. 
Routes  of  commerce. 
Greatest  cities. 

In  this  drill  on  the  continents  an  average  of  twenty-five  or  thirty 
place-names  per  continent  is  sufficient  to  be  memorized,  including  coast 
features,  mountain  ranges,  drainage  basins  and  cities.  Continuous  map 
work  should  be  done,  but  mostly  on  base  maps,  supplied  to  the  pupils, 
or  on  tracings  they  may  make.  A  regular  series  of  maps  may  be  made 
for  each  continent,  the  pupil  showing  by  tinting  with  colored  pencils  the 
mountain  axes,  the  great  lowlands,  the  heat  belts,  the  great  forests,  grassy 
plains,  deserts,  races  of  men,  religions,  areas  of  production  of  the  leading 
commodities,  trade  routes,  largest  cities.  These  maps,  finished  from  day 
to  day,  and  approved  by  the  teacher,  will  accumulate  into  a  little  volume 
as  the  pupil's  own  work. 

SOUTH  AMERICA. — The  same  topical  treatment. 

THIRD  MONTH. 
EUROPE  AND  ASIA.  —The  same  topical  treatment. 

FOURTH  MONTH. 
AFRICA  <IND  AUSTRALIA. — The  same  topical  treatment. 

FIFTH  MONTH. 

THE  PLAN. — During  the  last  four  months  of  the  year  the  United  States 
will  be  studied  by  sections.  Emphasis  will  be  laid  in  each  section  on  the 
way  the  physiographic  provinces  are  represented  or  distributed  in  the 
area.  Spend  two  or  three  lessons  on  the  physiographic  provinces  (enter 
on  base  map).  For  each  section  follow  the  same  general  outline  as  for 
the  continent,  modifying  it  as  need  arises. 

NEW  ENGLAND. — Read  up  on  cod-fishing;  on  the  textile  industry. 
MIDDLE  ATLANTIC  STATES. — Read  up  on  coal;  petroleum;  oyster  fish- 
ing; Niagara  Falls;  the  City  of  Washington. 


GEOGRAPHY-FIFTH  YEAR.  75 

SIXTH  MONTH. 

THE  SOUTHERN  STATES. — Read  up  on  tobacco;  cotton;  rice;  caneYtyava). 
stores. 

THE  NORTH  CENTRAL  GROUP. — (East  of  the  Mississippi  River).  Read- 
ings on  iron;  copper;  forests;  salt;  corn;  the  Great  Lakes. 

SEVENTH  MONTH. 

HOME  STATE. — Change  outline  below  to  suit  home  state. 

THE  STATE  OF  ILLINOIS. — Exploration  and  occupation  by  the  French. 
French  names  still  on  the  map.  The  story  of  the  glacial  invasion  in  the 
Great  Ice  Age,  and  its  influence  on  surface  and  soils.  Rainfall.  Forests 
and  prairies.  How  the  government  surveyed  the  land,  giving  county  and 
township  lines,  and  boundaries  for  farms.  Learn  about  the  Indian  tribes 
occupying  the  land  when  the  Anglo-Saxon  came.  Explain  the  difficulties 
the  early  settlers  had  to  undergo  in  settling  the  region,  due  to  the  lack 
of  roads  and  other  transportation  facilities,  and  hence  lack  of  markets  for 
crops  and  for  the  purchase  of  manufactured  goods.  Trace  the  influence 
of  the  steamboat  traffic  in  building  up  river  towns,  and  show  how  the 
coming  of  the  railway  built  other  centers  and  allowed  many  river  towns 
to  dwindle.  Study  the  lines  of  the  more  important  railways  and  note  the 
tendency  to  focus  at  Chicago.  Study  the  geographic  reasons  for  the 
building  of  a  great  city  at  Chicago;  the  trend  of  Lake  Michigan;  the  poor 
soils  and  pine  forests  at  the  north;  the  rich  glacial  prairies  at  the  south; 
the  focusing  of  western  trade  routes  around  the  south  end  of  the  lake; 
advantage  of  water  transport  to  the  east;  the  coal  of  the  state;  the  iron  of 
the  Superior  region;  the  ID  rave  and  fearless  character  of  the  early  settlers; 
the  constant  opportunity  for  expanding  trade;  give  good  reasons  for  Chi- 
cago holding  first  place  as  a  market  for  corn  and  other  grains;  live  stock 
and  lumber.  Pick  out  a  dozen  other  trade  centers  in  the  state  and  try  to 
find  reasons  for  the  growth  of  each.  Locate  the  state  institutions;  the 
University  of  Illinois,  the  Normals  and  other  state  schools,  the  hospitals  for 
insane  and  other  wards,  schools  of  correction,  reformatories  and  state 
prisons.  Compare  the  state  with  other  states  in  area,  population,  miles 
of  railway,  number  of  farms,  production  of  corn,  oats,  wheat,  cattle,  dairy 
products,  broom  corn,  fruits.  In  every  phase  of  this  work  the  base  map 
may  be  used  with  great  advantage. 

THE  HOME  COUNTY. — (Two  or  three  lessons  only).  Locate  the  home 
county  in  the  state  (in  a  base  map).  Make  a  map  of  the  home  county 
with  contiguous  counties  indicated,  and  chief  features,  including  the  loca- 
tion of  the  school. 

EIGHTH  MONTH. 

THE  NORTH  CENTRAL  STATES  WEST. — Readings  on  wheat;  grazing; 
the  packing  industry;  zinc. 

THE  PLATEAU  STATES. — Readings  on  gold  and  silver  mining;  the  Yel- 
lowstone Park;  Pike's  Peak;  the  Colorado  Canyon;  the  Mormons-,  the 
Pueblos;  irrigation. 

THE  PACIFIC  STATES. — Readings  on  the  forests  of  the  Puget  Sound 
region;  Mt.  Shasta;  the  big  trees;  hydraulic  gold  mining;  fruits  in  Cali- 
fornia; the  Oriental  invasion;  Yosemite  Park. 


76  READING—  SIXTH  YEAR. 

<£ 

SIXTH  YEAR. 

'  - 


< 

TEXT-BOOKS.  —  Fourth  Reader,   Language  Book,   Complete   Arithmetic, 
>  (.  '  Physiology  and  Hygiene,  Elementaiy  History,  Copy-books. 

READING.—  Fourth  reader  completed.  WRITING.—  See  fourth  year. 

SPELLING.—  Words  from  lessous,  English  PHYSIOLOGY  AND  HYGIENE.-SCC  fifth  year. 

derivatives,  etc.  HISTORY.—  Elementary  history. 

LANGUAGE.  —  Composition,  punctuation.  GENERAL  EXERCISES.—  Music,   Drawing, 

study  of  poems.  Morals     and     Manners,     Agriculture, 

ARITHMETIC.—  Complete  arithmetic  begun.  Household  Arts. 

NOTE.—  No  geography  this  year  except  th.Tt  connected  with  history. 


READING. 

For  suggestions  see  page  60. 

Fourth  Reader  completed;  Whittier's  Snow-Bound,  Houghton, 
Mifflin  &  Co.;  Longfellow's  Miles  Standish,  Houghton,  Mifflin  &  Co.; 
Story  of  the  Iliad;  McMurry's  William  Tell,  Silver,  Burdett  &  Co.; 
Macaulay's  Lays  of  Ancient  Rome,  Houghton,  Mifflin  &  Co.;  Burroughs' 
Sharp  Eyes,  Houghton,  Mifflin  &  Co.;  Andrews'  Ten  Boys  on  the  Road 
from  Long  Ago  to  Now,  G-inn  &  Co.;  Eggleston's  First  Book  of  Ameri- 
can History;  Robinson  Crusoe,  Rab  and  His  Friends,  Maynard,  Merrill 
&Co.  

SPEWJNG. 

To  THE  TEACHER. — Read  "General  suggestions  to  teachers"  on  page 
33  of  this  Course;  also  what  is  said  under  fifth  year  spelling,  page  64. 

ALTERNATION. — The  course  in  spelling  for  fifth  and  sixth  years  is 
planned  to  alternate  from  year  to  year,  as  explained  on  page  64.  All 
fifth  and  sixth  year  pupils  should  take  sixth  year  spelling  during  1903-4; 
fifth  year  spelling  during  1904-5;  sixth  year  spelling  during  1905-6,  and 
so  continue  to  alternate  from  year  to  year. 

FIRST  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  macron  and  give  illustrations. 

3.  Write  and  define  words  containing  suffix  ful.     Words  containing 
suffix  ery. 

4.  Pronounce:  accost,  again,  algebra,  almond,  alpaca,  antarctic,  ant, 
aunt,  another,  apostle. 

5.  Use  correctly  in  sentences:  ascent,  assent;  arc,  ark;  auger,  augur; 
brows,  browse;  bell,  belle;  breach,  breech;  baron,  barren;  choir,  quire; 
cast,  caste;  canon,  cannon. 

6.  Give  pupils  special  instruction  in  use  of  dictionary.     Frequently 
test  pupils  in  pronouncing  at  sight  columns  of  words  from  the  dictionary. 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  breve  and  give  illustrations. 

3.  Write  and  define  words  containing  the  suffixes  en,  ish. 

4.  Pronounce:  apron,  aroma,  attorney,  auction,  bacon,  bayou,  been, 
banquet,  bath,  beckon. 


SPELLING-SIXTH  YEAR.  77 

5.  Homonyms:    canvas,   canvass;    collar,  choler;    council,   counsel; 
carat,  carrot;  frays,  phrase;  freeze,  frieze;  higher,  hire;  hour,  our;  knit, 
nit;  knave,  naive. 

6.  Write  abbreviations  of  months,  of  days  of  week,  and  of  titles 
applied  to  persons. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  dieresis  and  give  illustrations. 

3.  Write  and  define  words  containing  the  suffixes  ness,  ward. 

4.  Pronounce:  bouquet,  buoy,  bellows,  benzine,  canine,  carbine,  cal- 
liope, coffee,  comely,  comrade. 

5.  Homonyms:  marshal,  martial;  manner,  manor;  plait,  plate;  pistol, 
pistil;  prier,  prior;  rough,  ruff;  rhyme,  rime;  sear,  seer,  sere,  cere;  throw, 
throe;  taper,  tapir. 

6.  Write  and  learn  to  spell  words  ending  in  anee  and  enee,  as  utter- 
ance, residence,  reverence,  resistance. 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  semi-dieresis  and  give  illustrations. 

3.  Write  and  define  words  containing  suffixes  ly,  loise. 

4.  Pronounce:  complex,  courier,  captain,  cupola,  divan,  daub,  depot, 
destine,  due. 

5.  Homonyms:  whirl,  whorl;  vial,  viol;  felloe,  fellow;  medal,  meddle; 
rude,  rood;  alter,  altar;  dying,  dyeing;  waive,  wave;  moat,  mote;  sweet, 
suite. 

6.  Write  and  learn  to  spell  words  ending  in  ise,  ize  and  yze,  as  cat- 
echise, neutralize,  analyze. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Uses  of  the  cedilla  with  illustrations. 

3.  Wiite  and  define  words  containing  the  prefixes  in,  im. 

4.  Pronounce:    deaf,  doth,  elm,  encore,  ere,  err,  every,  exponent, 
extra,  falcon. 

5.  Words  often  confounded  in  spelling,  pronunciation  or  meaning: 
affect,  effect;  adapt,  adopt,  adept;  accede,  exceed;  acts,  ax;  allusion,  illu- 
sion; advice,  advise;  boor,  bore;  cabal,  cable;  centuries,  sentries;  cease, 
seize. 

6.  Write  and  learn  to  spell  words  ending  in  eous  and  tows,  as  gaseous, 
copious. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  tilde  and  give  illustrations. 

3.  Write  and  define  words  containing  the  suffix  some.    The  prefix  over. 

4.  Pronounce:  fatigue,  favorite,  fog,  forage,  fortnight,  gaseous,  giraffe, 
gondola,  gospel,  granary. 

5.  Words  often  confounded  in  spelling,  pronunciation,  or  meaning: 
choral,  coral;  close,  clothes;  coal,  cold;  corps,  corpse;  does,  dpse,;  disburse* 


78  LANGUAGE-SIXTH  YEAR. 

disperse;  either,  ether;  elicit,  illicit;  eminent,  imminent;  empire,  umpire. 
6.  Write  and  learn,  to  spell  words  ending  in  cious  and  tious,  as 
malicious,  nutritious. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  caret  and  give  illustrations. 

3.  Write  and  define  words  containing  the  prefix  under.    . 

4.  Pronounce:  gypsum,  hasten,  heinous,  herb,  heroine,  horizon,  hos- 
tile, hovel,  humble. 

5.  Words  often  confounded  in  spelling,  pronunciation,  or  meaning: 
jester,  gesture;  massage,  message;  meteor,  meter;  missal,  missile;  odious, 
odorous;  prophecy,  prophesy;  palate,  pallet;  populace,  populous;  plaintiff, 
plaintive;  principal,  principle. 

6.  Write  a  list  of  common  contractions  and  give  the  words  for  which 
they  are  used. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Learn  all  uses  of  the  suspended  bar  and  give  illustrations. 

3.  Write  and  define  words  containing  the  suffix  ship. 

4.  Pronounce:  idea,  indict,  juvenile,  institute,  jugular,  kernel,  larynx, 
lief,  lien,  listen. 

5.  Words  often  confounded  in  spelling,  pronunciation  or  meaning: 
sort,  sought;  spear,  sphere;  stalk,  stock;  surplus,  surplice;  taught,  taut; 
track,  tract;  treatise,  treaties;  vary,  very;  white,  wight;  emigrate,  immi- 
grate.    Note  that  the  combination  wh  is  sounded  hw. 

6.  For  a  yoarly  test  select  one  hundred  of  the  most  difficult  words 
in  the  second  reader  used  in  the  school  and  pronounce  for  pupils  to  spell. 


LANGUAGE. 

See  suggestions  to  teachers,  page  36. 

ALTERNATION. — Sixth  Year  Language  should  be  taught  during  the 
school  year  1903-4,  Fifth  Year  Language  during  1904-5,  Sixth  Year 
Language  again  during  1905-6,  and  so  continue  to  alternate  from  year 
to  year. 

FIRST  MONTH. 
I.  1.  Is  and  are,  was  and  were,  as  in  first  month,  fifth  year.     2.  Correct 

use  of  good  and  well,  less  and  fewer,  much  and  many. 
II.  Poems. — 1.  The  Gray  Swan. — Alice  Gary.  Did  the  end  of  the  story 
come  as  a  surprise?  2.  Rain  in  Summer. — Longfellow.  Which 
stanzas  do  you  like  best?  Can  you  tell  why  you  like  them? 
Make  a  list  of  words  used  in  the  poem  that  you  would  not  have 
used.  Try  to  find  others  as  good  as  these.  Use  each  in  a  sentence 
of  your  own. 

HI.  Compositions. — 1.  Some  incident  I  saw  on  the  street  or  cars.     2.  An 
original  story  illustrating  some  familiar  proverb.     Pupils  guess 
proverb. 
JV.  Express  literally  the  thought  in  a  number  of  proverbs. 


LANGUAGE-SIXTH  YEAR.  79 

SECOND  MONTH. 

I.  1.  Don't,  doesn't,  isn't,  aren't,  haven't,  and  am  not  as  in  second  month, 
fifth  year.  2.  Correct  the  expressions,  should  of,  had  ought,  and 
different  than  if  pupils  use  them. 

II.  Poems. — 1.  The  Harvest  Moon. — Longfellow.  How  does  the  harvest 
moon  differ  from  other  moons?  2.  Maize  for  the  Nation's  emblem. 
— Celia  Thaxter. 

HI.  Compositions. — 1.  The  fall  farm  work  (housework).  2.  Compare  the 
coloring  of  an  autumn  scene  with  that  of  the  same  scene  in  spring 
(trees,  fields,  flowers,  atmosphere).  3.  A  nutting  party  or  some 
other  outing. 

THIRD  MONTH. 

I.  1.  Did  and  done,  saw  and  seen,  wrote  and  written,  spoke  and  spoken, 

came  and  come.     2.  Most  and  almost,  in  and  into. 

H.  Poems.— 1.  The  Leak  in  the  Dike.— Phoebe  Gary.  2.  The  Frost 
Spirit. — Whittier. 

III.  Compositions. — 1.  Write  a  letter  to  a  friend  telling  of  some  act  of 

heroism,  real  or  imagined.  2.  Write  a  letter  inviting  a  friend  in 
a  distant  town  to  spend  two  or  three  days  including  Thanksgiving 
with  you.  Give  directions  about  the  journey,  and  some  account 
of  what  you  plan  to  do  during  the  visit. 

IV.  Points  of  form  in  connection  with  letters. 

FOURTH  MONTH. 
I.  1.  Set  and  sit,  lay  and  lie,  raise  and  rise.    2.  Correct  the  expression, 

to  home.     3.  The  correct  use  of  stop  and  stay. 

II.  Poems. — 1.  Christmas  Everywhere. — Phillips  Brooks.     2.  Christmas 
Tide. — Richard  Burton.     3.    Christmas. — Tennyson.     (In  Memo- 
riamCVI.) 

III.  Compositions. — 1.  Imagine  that  you  are  in  a  strange  town  on  Christ- 

mas Eve.  You  go  for  a  walk  and  stop  before  a  lighted  house.  A 
shade  is  not  drawn  and  you  can  look  in  unobserved.  Describe 
what  you  see.  2.  My  favorite  holiday.  Give  reasons  for  choice. 

IV.  Meaning  of  charity.     Other  words  having  a  similar  meaning.     Com- 

pare. 

FIFTH  MONTH. 

I.  1.  Correct  use  of  J,  he,  she,  they,  who,  me,  him,  her,  them,  and  whom. 

2.  Correct  use  of  party  and  person. 
II.  Poems. — 1.  King  Solomon  and  the  Ants. — Whittier.     2.  Passages 

from  Snow-Bound;  for  example,  descriptions  of  the  snow  storm, 

the  kitchen,  the  father,  the  mother,  the  sisters,  the  aunt.     3.  The 

Corn  Song. — Whittier.     Differences  between  Whittier's  home  and 

a  home  in  this  state  as  shown  by  the  poem. 
HI.  Compositions. — 1.  Biography  of  Whittier.     See  suggestions  for  writ- 

ing  biography,  fifth  month,  fifth  year.     2.  An  Illinois  snow  storm. 
IV.  Synonyms  for  wisdom.      Explain   or  illustrate  the  differences  in 

meaning. 


80  LANGUAGE— SIXTH  YEAR. 

SIXTH  MONTH. 

I.  1.  Use  of  like.     2.  Correct  such  expressions  as,  The  cat  wants  in, 
The  man  wants  on  the  train. 

II.  Poems. — 1.  The  Concord  Hymn. — Emerson.     2.  The  Flower  of  Lib- 
erty.— Holmes.     3.  Song  of  Marion's  Men. — Bryant. 

HI.  Compositions. — 1.  Why  we  celebrate  Washington's  birthday.  2.  A 
story  about  Washington. 

IV.  Conversation. — 1.  What  is  heroism?  Different  ways  of  showing  it. 
(How  a  soldier,  a  fireman,  any  public  officer,  a  sick  person,  a  school 
boy  or  girl  may  show  it). 

SEVENTH  MONTH. 
I.  1.  The  correct  use  of  guess,  expect,  think.     2.  Correct  the  use  of  the 

double  negative. 
H.  Poems. — 1.  The  Voice  of  Spring. — Hemans.     2.  A  Legend  of  the 

Northland. — Phosbe  Gary.     What  is  a  legend?     3.  Let  some  pupil 

read  The  Legend  of  the  Crossbill,  by  Longfellow,  and  tell  the 

story  to  the  class. 
HI.  Compositions. — 1.  The  birds  that  have  been  with  us  all  winter.     2. 

Spring  farm  work  (housework). 
IV.  Meaning  of  words,  cause,  purpose,  evidence,  result,  means.     Use  them 

in  sentences. 

EIGHTH  MONTH. 
I.  Correct  the  expressions  try  and  for  try  to,  kind  of  a  and  sort  of  a 

for  kind  of  and  sort  of. 
n.  Compositions. — 1.  Description  of  some  bird  (pupils  identify  from 

description).     2.  The  habits  of  some  bird,  or  How  some  bird  builds 

its  nest.     3.  Your  favorite  bird.     Explain. 
TTT.  Poems. — 1.  To  a  Water  Fowl. — Bryant.     2.  Robert  of  Lincoln. — 

Bryant. 

Other  poems  suggested:  The  Ruby  Crowned  Kinglet. — Van 

Dyke.    The  Chickadee. — Bradford  Torrey.    The  Robin. — Whittier. 
IV.  Let  some  pupils  look  up  the  Illinois  laws  for  the  protection  of  birds 

and  make  oral  report  to  class.     Others  may  send  to  Mrs.  Wm.  M. 

Scudder,  165  Buena  Ave.,  Chicago,  for  literature  about  the  Audu- 

bon  Society,  and  tell  the  class  the  history  and  purposes  of  the 

organization. 


ARITHMETIC-SIXTH  YEAR.  81 

ARITHMETIC. 

Pupils  now  take  up  some  advanced  text-book.  Arithmetic  is  pre- 
sented more  as  a  science  that  the  logical  dependence  of  its  topics  may  be 
seen.  Formal  definitions,  principles,  and  rules  should  be  developed 
objectively,  stated,  and  memorized  before  leaving  a  subject.  If  the 
teacher  understands  the  elements  of  algebra,  he  may  profitably  introduce 
the  algebraic  notation,  solve  the  general  problem  under  every  subject, 
and  discuss  the  result  as  a  general  formula  for  all  solutions  in  this  type 
of  problem. 

Pupils  should  be  taught  not  to  rely  upon  the  answers  in  the  text- 
book, but  to  test  their  own  work.  Insist  upon  clear-cut  explanations  and 
accuracy  in  the  use  of  mathematical  language.  Do  not  permit  pupils  to 
say  "will"  or  "would  be"  instead  of  is  or  was.  Use  each  where  the  sense 
demands  it,  not  one.  In  concrete  problems  involving  fractions,  clear 
thinking  is  promoted  by  stating  the  base  after  the  simple  fraction. 

FIRST  MONTH. 

LAWS  OF  THE  DECIMAL  SYSTEM. — Units  and  orders;  duodecimal  and 
other  possible  systems.  Numeration  and  notation  to  six  periods.  Omit 
and-  in  reading  integers.  Place-value  and  shape-value  of  figures.  Writing 
and  reading  decimals  to  millionths.  The  use  of  letters  to  represent  num- 
bers; how  the  sum,  difference,  product,  and  quotient  of  numbers  are 
shown  in  the  letter-notation. 

ADDITION. — Group  numbers  in  adding  columns,  so  as  to  add  mostly 
by  nines,  tens,  elevens,  or  twelves.  Compare  addition  in  the  decimal 
system  with  addition  of  compound  denominate  numbers  and  with  the 
addition  of  binomials  in  the  literal  notation.  Pursue  same  plan  in  sub- 
traction. Teach  correct  method  of  finding  difference  between  dates  by 
counting  by  years  as  far  as  possible,  then  by  calendar  months,  then  by 
days. 

MULTIPLICATION. — Show  that  the  multiplicand  and  product  must 
have  the  same  unit,  that  in  such  a  problem,  as,  "How  many  hours  in  365 
days,"  24  can  be  used  as  the  multiplier  only  by  making  365  a  number 
of  hours.  By  diagram  illustrate  commutative  law  5  7s  =  7  5s,  or  db  =  ba. 
Effect  of  annexing  a  cipher  to  a  number;  does  it  really  multiply  by  10? 
Multiplication  by  20,  30,  40,  by  22,  33,  etc.  Multiplication  of  denomi- 
nate numbers  and  binomials  compared. 

SECOND  MONTH. 

SHORT  PROCESSES. — Multiply  by  such  numbers  as  17,  or  71,  using  the 
multiplicand  as  a  partial  product. 

432X17 
3024 

7344 

Multiply  by  98  by  subtracting  twice  the  multiplicand  from  100  times 
the  multiplicand. 

Multiply  by  16f  (or  other  aliquot  parts  of  100)  by  dividing  100  times 
the  multiplicand  by  6  (or  other  appropriate  divisor). 


82  ARITHMETIC-SIXTH  YEAR. 

Teach  four  ways  of  reading  sign  X . 

6X7  acres.     Six  times  seven  acres.     (Multiplier  precedes). 

7  acres  X  6.     Seven  acres  multiplied  by  six.     (Multiplier  follows). 

f  of  12  acres.     Three-fourths  of  twelve  acres.     (Multiplier  a  fraction). 

7"  X  9".     Seven  inches  by  nine  inches.     (Factors  are  dimensions). 

DIVISION. — Distinguish  partition  and  measurement,  using  appropriate 
forms  of  statement  for  each  in  analyzing  problems.  Pupils  write  multi- 
plication problems  and  the  two  inverse  division  problems. 

a.  Cost  of  7  oranges  at  5  cents  each? 

b.  How  many  oranges  for  35  cents  at  5  cents  each? 

c.  Price  per  orange  if  7  cost  35  cents? 

Effect  upon  quotient  of  multiplying  dividend,  divisor,  or  both.  Ef- 
fect upon  quotient  of  dividing  dividend,  divisor,  or  both. 

Division  by  aliquot  parts  of  100;  to  divide  by  25,  divide  by  100  and 
multiply  by  4.  See  that  this  method  is  really  comprehended.  Partition 
of  compound  numbers.  Repeat  prime  numbers  to  100  in  30  seconds. 
Prime  factors  to  100.  Tests  of  divisibility  for  2, 4, 8, 5, 10,  3, 9,  6.  How 
to  factor  a  large  number. 

THIRD  MONTH. 

POWER,  ROOT. — Define.  Teach  method  of  finding  exact  roots  of 
powers  by  separating  their  prime  factors  into  equal  groups. 

CANCELLATION. — Develop  principles  of  cancellation  and  straight  line 
analysis  and  give  abundant  practice. 

FRACTIONS. — See  that  every  principle  is  clearly  illustrated  by  the 
pupil  by  folded  sheets  or  divided  lines.  Difference  between  a  fraction 
and  a  fragment.  Show  that  the  denominator  exists  before  a  fraction  is 
written,  and  (1)  that  it  is  the  number  of  fractional  units  into  which  the 
primary  unit  is  divided,  (2)  that  it  shoics  the  size  of  the  fractional  unit, 
(3)  that  it  names  the  fractional  unit.  Classify  fractions  according  to  value 
form,  and  notation.  Establish  the  six  principles  upon  which  reduction, 
multiplication,  and  partition  of  fractions  depend. 

FOURTH  MONTH. 

Reduction  of  fraction  to  lowest  terms.  Teach  factoring  method  of 
finding  greatest  common  divisor.  Reduction  of  mixed  numbers  to  im- 
proper fractions  and  the  reverse.  Addition  and  subtraction  of  fractions. 
Teach  method  of  finding  least  common  multiple  of  denominators  by  in- 
spection. Solve  many  concrete  problems.  Study  method  of  adding  alge- 
braic rf actions.  — I— =-.  Note  form  of  sum.  Learn  from  this  the 
a  b 

short  method  of  adding  two  fractional  units.  Similarly  learn  short  rule 
for  difference  of  two  fractional  units.  Show  method  of  finding  sum  or 
difference  of  two  fractions  with  equal  numerators.  Method  of  finding 
two  numbers  whose  sum  and  difference  are  known. 

FIFTH  MONTH. 

Multiplication  by  the  factors  of  a  multiplier.  436X144  =  436X12 
X 12.  Multiplication  of  a  fraction  by  an  integer;  (1)  by  multiplying 


ARITHMETIC— SIXTH  YEAR.  83 

number  of  fractional  units,  (2)  by  multiplying  size  of  fractional  units, 
(3)  by  multiplying  size  of  fractional  units  by  one  factor  of  the  multiplier, 
their  number  by  the  other  factor. 

Division  by  the  factors  of  a  divisor.  8496-7-144 =(8496  4- 12) -=-12. 
See  that  pupils  understand  the  real  unit  of  each  remainder  so  as  to  get 
the  true  remainder  correctly.  Partition  of  fractions  involving  three  cases 
similar  to  those  in  multiplication  above.  Show  that  a  fraction  is  an  in- 
dicated quotient,  that  is,  -f  yard  is  either  3  of  the  4  equal  parts  of  one 
yard,  or  one  of  the  4  equal  parts  of  3  yards.  Similarly  f  of  27  may  be 
taken  as  £  of  3  27s.  From  this  may  be  deduced  general  rule  for  multi- 
plying by  a  fraction. 

In  multiplying  4£  X  2$  do  not  change  to  improper  fractions  but  take 
four  steps  as  in  86X47. 

SIXTH  MONTH. 

Division  by  a  fraction.  (1).  Measurement.  Show  that  if  1  be  divided 
by  a  fraction,  the  quotient  is  the  divisor  inverted.  Hence  to  divide  by  a 
fraction,  multiply  the  inverted  divisor  by  the  number  of  ones  in  the  divi- 
dend. See  that  this  is  worked  out  clearly  with  several  concrete  problems 
before  stating  the  general  rule.  (2).  Where  the  divisor  is  a  ratio  (parti- 
tion). Note  the  inversion  of  the  ratio  in  7  is  £  of  9.  9  is  ^  of  7.  Sim- 
ilarly, if  40  is  f  of  some  number,  the  number  is  -f  of  40,  or  64. 

Tn  this  problem  the  inverted  divisor  shows  what  part  of  the  dividend 
must  be  taken  to  make  the  quotient.  How  to  find  what  part  one  fraction 
is  of  another.  Show  identity  of  this  process  with  measurement  of  frac- 
tions. Reduction  of  complex  fractions,  (1)  by  treating  them  merely  as 
expressions  of  division;  (2)  by  multiplying  each  term  by  least  common 
multiple  of  the  denominator. 

Study  a  good  list  of  miscellaneous  problems. 
SEVENTH  MONTH. 

DECIMALS. — Reading  and  writing.  See  that  such  forms  as  300.076, 
.376,  .Oli,  300.010,  .310,  .0300,  S.OOf,  .05|,  are  understood.  CarefuUy  pro- 
nounce and  spell  the  names  of  the  orders.  Notice  hyphens.  Reduction 
of  common  fractions  to  decimals  (1)  by  multiplying  both  terms  by  a  num- 
ber that  will  make  the  denominator  a  power  of  10;  %  X  If— i^»V=.75; 
(2)  by  reducing  the  numerator  to  lower  decimal  orders  and  dividing  by 
the  denominator,  4)3.00 

•7? 

Under  what  condition  is  a  pure  decimal  obtained?     Show  that  otherwise 

the  result  may  be  expressed  as  a  complex  decimal,  an  approximate  dec- 
imal, or  a  repeating  decimal.  Addition  and  subtraction  of  complex 
decimals.  Multiplication  and  division  of  decimals.  Limits  of  accuracy. 
In  such  problems  as  689.74  -f-  .93f ,  before  division,  both  divisor  and  div- 
idend should  be  multiplied  by  such  number  as  will  make  the  divisor  in- 
tegral. 

EIGHTH  MONTH. 

WEIGHTS. — Tables  of  Avoirdupois  weight,  Troy  weight,  and  Apothe- 
caries weight.  Use  of  each.  Change  weights  Troy  to  weights  Avoirdu- 


84  U.  S.  HISTORY-SIXTH  YEAR. 

pois  through,  the  common  unit,  the  grain.     Comparison  of  apothecaries 
fluid  measure  with  apothecaries  weight. 

COINAGE. — Weights  of  coins,  alloy,  coinage  value  of  the  ounce  of  gold 
or  silver,  coinage  ratio.  History  of  our  coinage.  English  money  com- 
pared with  Troy  weight.  Derivation  of  the  terms  pound  sterling,  penny- 
weight, sovereign.  The  franc  and  reichsmark  compared  with  U.  S. 
money.  Translation  of  price  quotations  into  different  money  systems. 

LONG  MEASURE. — Teach  five  names  for  each  unit,  thus: 
36  inches  =  3  feet=l  yard=-jft-  rod=T7Hnr  mile. 

Miscellaneous  review  problems. 

UNITED  STATES  HISTORY. 

SUGGESTIONS  TO  TEACHERS. 

The  story,  which  all  like,  is  the  recital  or  narration  of  an  event  or  a 
series  of  events.  When  these  events  are  the  connected  incidents  in  the 
life  of  a  human  being,  the  story  is  a  biography.  Nothing  is  more  inter- 
esting to  the  healthy,  inquiring  mind,  than  the  knowledge  of  what  human 
beings  have  known  or  enjoyed  and  suffered  or  done;  because  this  shows 
what  one's  own  experience  might  be  under  possible  conditions.  When 
the  pupil  learns  to  interpret  and  to  image  vividly,  the  biography  of  a 
noble  man  or  woman,  with  incidents  well  chosen  and  events  clearly  illus- 
trated, furnishes  an  ideal  means  of  instruction. 

Youth  idealizes  eagerly,  adores  or  detests  readily,  and  imitates  even 
instinctively.  It  is  natural  for  youth  to  think  that  what  one  person  has 
done  another  can  do;  and  effort  is  stimulated  and  aspiration  is  heightened 
by  the  thought  of  great  and  noble  deeds  that  men  have  done.  It  is  the 
right  of  every  young  person  at  the  most  impressionable  period  of  his  life 
to  receive  such  a  revelation  of  noble  thought,  unselfish  purpose  and  de- 
voted service  as  can  inspire  him  with  faith  and  hope  and  courage — faith 
in  the  justice  of  God's  government,  hope  in  the  final  triumph  of  honest 
effort,  and  courage  to  undertake  and  to  persevere  in  whatever  a  pure  con- 
science and  an  enlightened  judgment  direct  to  be  done. 

Leaders  of  men  are  the  exponents  of  the  sturdy  thought  of  their 
times.  If  we  desire  to  know  the  prevailing  opinion  of  any  period,  in  a 
particular  respect,  we  can  find  it  readily  in  a  study  of  the  life  of  a  man  of 
the  time  who  is  representative  of  the  department  of  thought  under  inves- 
tigation. Alexander  Hamilton's  life  and  labors  show  not  only  his  own 
views  respecting  national  government,  but  also  the  views  of  those  who 
opposed  his  opinions. 

The  writers  of  the  lives  of  great  men  are  not  always  free  from  per- 
sonal and  partisan  bias,  and  their  biographies  are  colored  somewhat  to 
suit  the  wishes  of  their  admirers;  and  this  coloring  is  very  effective  in 
firing  the  ardent  mind  of  youth.  The  following  has  been  well  said: 
"Children  are  naturally  partisans;  in  their  estimation,  one  side  is  always 
and  altogther  right,  the  other  wholly  wrong.  The  study  of  the  history 
of  his  own  country  by  a  person  of  immature  years,  may  cause  this  nat- 
ural tendency  to  develop  into  an  intellectual  habit.  Guard  against  this 
result,  especially  if  the  text  in  use  is  written  in  a  glowing  style.  Culti- 


U.  S.  HISTORY— SIXTH  YEAR.  85 

vate  in  your  pupils  a  spirit  of  judicial  fairness.  Disinterestedness  is  one 
of  the  cardinal  intellectual  virtues,  and  this  study  offers  exceptional  op- 
portunities to  cultivate  it." 

The  reading  of  the  biographies  of  men  occupying  public  places  leads 
naturally  to  the  study  of  history.  There  is  much  biography  in  history, 
and  much  history  in  some  biography — so  much  that  many  people  do  not 
make  a  distinction  between  them.  The  recital  or  narration  of  the  con- 
nected and  significant  events  in  the  "life"  of  an  institution,  especially  of 
a  government,  is  history.  Then  if  the  biographies  of  great  men  are  used 
to  lead  youth  into  the  study  of  history,  care  must  be  taken  by  the  teacher 
to  distinguish  between  the  events  that  are  chiefly  biographical  and  those 
that,  from  their  relation  with  the  destiny  of  the  government,  are  full  of 
historical  significance. 

Every  historical  event  has  a  geographical  setting  which  should  be 
studied  in  connection  with  the  event.  Make  free  use  of  maps. 

There  are  two  classes  of  Elementary  Histories  of  the  United  States 
widely  used.  One  consists  mainly  of  biographies  which  have  points  of 
historical  connection,  and  the  other  kind  makes  the  historical  purpose 
more  prominent.  If  the  first  kind  be  used,  a  more  complete  outline  for 
one  character  can  serve  for  every  other;  the  variation  being  chiefly  in  the 
differing  important  events  of  individual  lives  of  which  we  are  informed. 
But  the  teacher  who  uses  such  a  book  should  keep  in  mind  that  the  pur- 
pose of  the  work  is  to  teach  United  States  history,  and,  therefore,  the 
historical  events  associated  with  these  biographies  should  receive  marked 
attention. 

Those  using  either  kind  of  books  should  encourage  the  reading  of 
the  other  kind,  freely,  and  the  school  library  should  contain  a  choice  sup- 
ply. Further,  those  using  either  kind  may  well  have  the  work  of  the 
first  month  common.  Then,  as  the  manner  of  treatment  in  the  biogra- 
phies follows  the  plan  of  the  first  month,  the  present  outline  of  work  can 
well  be  confined  to  the  needs  of  those  whose  books  make  the  historical 
element  primary. 

FIRST  MONTH. 

COLUMBUS. — Birth;  time  and  place.  Boyhood;  education,  occupation. 
Manhood;  travels,  trials,  theories,  patrons,  adventures,  voyages,  discov- 
eries, honors  and  sufferings.  Death.  Reflections. 

THE  CABOTS. — Early  life  and  opportunities.  Manhood.  Report  of 
Voyages  of  Columbus.  Commission  of  king.  Voyage.  Discovery.  Honor. 
Second  Voyage.  Value  of  service. 

DfiSoTO. — What  we  know  of  his  early  life,  purpose,  wanderings,  dis- 
coveries, death, 

JOHN  SMITH. — Nationality.  Youth.  Early  adventures.  Explora- 
tions in  Virginia.  Management  of  Jamestown  colony.  Wars.  Fictions. 
Services.  Death. 

It  is  recommended  that,  in  the  review  of  the  month,  teacher  and 
pupil  agree  on  the  important  features  of  the  life  studied;  that  they  ar- 
range these  in  proper  order;  and  that  each  pupil  write  a  short  biograph- 


U.  S.  HISTORY— SIXTH  YEAR. 


ical  sketch,  using  his  own  expression  and  power  of  illustration.  After 
correction,  these  can  be  copied  into  a  "composition  book."  If  Columbus 
be  selected,  the  outline  might  be  as  follows: 


COLUMBUS. 


1.  Birth.. 


( Place. 
(  Date. 


(  Education. 

2.  Boyhood -j  Opportunities. 

(.  Occupations. 


3.  Manhood. 


4.  Death. 

5.  Reflections. 


Theory  of  earth. 
Search  for  assistance. 
Patrons. 

Voyages  and  discoveries. 
.  Honors  and  sufferings. 


The  teacher  who  uses  the  book  of  biographies  can  make  the  proper 
division  of  subject-matter  for  the  second,  and  for  each  subsequent  month, 
and  follow  the  plan  of  the  first  month. 

SECOND  MONTH. 

CHARACTERISTICS  OF  THE  INDIANS  found  by  the  Europeans  in  America. 
Their  dwellings,  clothing  and  food.  Occupations.  Their  arms  and  im- 
plements. 

THE  SPANIARDS  in  the  South.  In  the  West  Indies.  Florida,  the 
southwest  and  Mexico.  Who  were  the  leaders?  What  did  they  seek? 
What  did  they  find?  Claims  of  Spain. 

THE  FRENCH  in  the  valleys  of  the  St.  Lawrence  and  the  Mississippi. 
What  was  their  purpose?  What  attracted  the  French  to  the  G-ulf  of  St. 
Lawrence?  Cartier  sails  up  the  St.  Lawrence.  Champlain  founds  Que- 
bec. Why  the  Iroquois  hated  the  French.  Early  French  settlers  of 
Canada.  LaSalle  and  others  on  the  Great  Lakes,  the  Illinois  and  the 
Mississippi.  Missions  and  forts.  LaSalle  in  the  southwest.  Claims  of 
France. 

REVIEW.    EXAMINATION. 

THIRD  MONTH. 

THE  ENGLISH  IN  VIRGINIA.  Two  failures  of  Sir  Walter  Raleigh. 
Settlement  of  Jamestown  in  1607.  Smith's  service.  Tobacco  raising. 
Plantations.  Wives  for  the  settlers.  Negro  slaves.  Lack  of  roads,  towns 
and  manufactures.  Dwelling  houses.  Lord  Baltimore  obtains  a  part  of 
Virginia.  He  named  it  Maryland. 

MARYLAND. — Settled  by  tolerant  Roman  Catholics.  Life  here  like  it 
was  in  Virginia. 

ENGLISH  IN  NEW  ENGLAND. — Wanderings  of  the  Pilgrims  before  ar- 
riving at  Plymouth.  Pilgrims  and  the  Indians.  Puritans  found  Massa- 
chusetts Bay  Colony.  Ferdinand  Gorges  and  John  Mason  obtain  land  of 


U.  S.  HISTORY-SIXTH  YEAR.  87 

New  Hampshire  from  Charles  II.  Massachusetts  governed  it.  Charles 
made  it  a  royal  province.  How  first  settlements  were  made  in  Rhode 
Island  and  Connecticut.  Pequot  war.  King  Philip's  war.  Settlers  of 
New  England  lived  in  towns.  Forts.  Houses.  Food.  Women's  work. 

THE  MIDDLE  COLONIES. — Hudson's  voyage  in  the  Half-Moon.  Dutch 
forts  and  fur  trade.  Dutch  settlers.  Trouble  with  the  English. 

NEW  YORK,  NEW  JERSEY. — William  Penn  obtains  Pennsylvania  for 
debt.  Buys  Delaware.  Treats  with  the  Indians.  The  Welsh  in  Phila- 
delphia. Scotch-Irish  settlers. 

REVIEW.    EXAMINATION. 

FOURTH  MONTH. 

THE  SOUTHERN  COLONIES. — Early  settlements  in  the  Carolinas.  Dif- 
ference in  people  and  way  of  living  in  the  two  Carolinas.  Pirates  annoy 
settlers.  Georgia  founded  by  Oglethorpe.  His  three-fold  purpose.  The 
three  colonies  become  royal  provinces. 

CONTEST  BETWEEN  ENGLAND  AND  FRANCE  FOR  DOMINION  IN  AMERICA. — 
Charters  taken  from  Massachusetts,  Rhode  Island  and  Connecticut,  re- 
stored. War  between  France  and  England  involves  the  colonies  in  strife 
with  French  in  America.  King  William's  war.  Its  fighting  and  the  re- 
sult. Queen  Anne's  war.  Its  long  struggle,  devastation  of  the  frontier, 
and  the  result.  Development  of  the  Mississippi  valley  by  the  French. 
Chain  of  forts.  King  George's  war.  Result.  French  claim  Ohio  valley. 
George  Washington.  Carries  message  to  French.  French  and  Indian 
war.  Braddock's  expedition.  British  victories.  France's  loss  in  America. 
Troubles  of  colonists  with  Indians  led  by  Pontiac. 

REVIEW.    EXAMINATION. 

FIFTH  MONTH. 

THE  COLONIES  QUARREL  WITH  ENGLAND. — England  makes  new  prov- 
inces. Plans  for  army  to  be  quartered  on  colonists.  Taxes.  Stamp  act 
congress.  Taxed  tea.  Service  of  Franklin,  Henry,  and  Samuel  Adams. 
First  Continental  Congress. 

FIGHT  FOR  INDEPENDENCE. — Gage's  attempt  to  destroy  army  supplies. 
Paul  Revere's  ride.  Lexington  and  Concord.  Congress  accepts  army  at 
Boston,  and  appoints  George  Washington  commander.  Bunker  Hill. 
Declaration  of  Independence.  British  take  New  York.  Battles  at  Tren- 
ton and  Princeton.  Burgoyne's  campaign.  British  take  Philadelphia. 
Sufferings  of  American  army.  Foreign  aid.  Monmouth.  Clarke's  expe- 
dition down  the  Ohio.  British  take  Savannah  and  Charleston.  Arnold. 
Greene  in  the  south.  Surrender  of  Cornwallis.  End  of  war.  Terms  of 
peace. 

FORMING  A  BETTER  GOVERNMENT. — Condition  of  country  at  close  of 
the  war.  Occupations  of  the  people.  Territorial  boundary.  Powers  of 
the  Continental  Congress.  Western  lands  given  to  congress.  Constitu- 
tional convention.  The  constitution.  New  government  begun. 

REVIEW.    EXAMINATION. 


88  U.  S.  HISTORY— SIXTH  YEAR. 

SIXTH  MONTH. 

TROUBLE  WITH  FRANCE  AND  GREAT  BRITAIN. — Impressment  of  Amer- 
ican seamen.  Interference  with  American  trade.  The  "War  of  1812. 
British  successes  on  Canadian  border,  and  along  the  Atlantic  coast. 
American  successes,  later,  along  Canadian  border;  on  the  Ocean,  and  at 
New  Orleans.  Peace. 

GROWTH  OF  THE  WEST. — Migration  westward.  Admission  of  Ken- 
tucky and  Tennessee  to  the  Union  in  1792  and  1796.  Vermont  had  been 
admitted  in  1791.  The  Northwest  territory.  The  Louisiana  purchase. 
Lewis  and  Clark's  expedition.  Purchase  of  Florida.  Lincoln's  early 
life  typical  of  the  common  life  of  his  time  in  the  West.  Travel  on  rivers. 
Trade  requires  canals,  and  also  shows  need  of  railroads. 

SLAVERY  MAKES  TROUBLE. — Northern  states  abolished  it.  Cotton 
raising  made  it  more  profitable  in  South.  In  new  states  east  of  the  Mis- 
sissippi and  south  of  the  Ohio,  slavery  was  allowed;  but  north  of  the 
Ohio  it  was  forbidden.  Dispute  about  admission  of  Missouri.  Com- 
promise of  1820.  Anti-slavery  agitation  continued.  Texas  settled:  an- 
nexed. Northeastern  and  the  Northwestern  boundary.  Dispute  and  war 
with  Mexico.  Result.  Gold  discovered  in  California.  Rush  to  the  gold 
fields.  California  seeks  admission  to  the  Union.  Compromise  of  1850. 
The  struggle  for  Kansas.  Election  of  Lincoln.  Secession  of  Southern 
states.  Attack  on  Fort  Sumter. 

REVIEW.    EXAMINATION. 

SEVENTH  MONTH. 

WAR  FOR  THE  UNION — ON  THE  LAND. — Gathering  of  opposing  armies 
along  the  Potomac,  in  western  Virginia,  in  Kentucky  and  in  Missouri. 
Bull  Run.  Capture  of  Forts  Henry  and  Donelson.  Peninsular  campaign. 
Lee's  invasion  of  Maryland.  Antietam,  Fredericksburg,  and  Chancellors- 
ville.  Lee's  second  invasion.  Gettysburg,  Vicksburg  and  Port  Hudson 
captured.  Chickamauga.  Chattanooga.  Sherman's  march  to  the  Sea. 
Grant's  campaign  against  Richmond.  Appomattox. 

WAR  FOR  THE  UNION — ON  THE  WATER. — Duties  of  the  navy  of  five 
divisions:  1.  Blockade  of  Southern  ports.  2.  Capture  of  seaports  and 
forts  of  the  coast.  3.  Control  of  the  bays  and  sounds  along  the  coast. 
4.  To  help  the  army  in  opening  rivers  to  navigation.  5.  Protection  of 
Federal  commerce,  and  destruction  of  Confederate  cruisers.  Blockade 
running.  Object.  Ravage  of  the  Merrimac.  The  Monitor.  Naval  bat- 
tles on  rivers  and  bays.  The  Alabama  sunk  by  the  Kearsarge. 

REBUILDING  OF  SOUTHERN  STATES. — What  the  war  cost  in  life;  in 
money.  What  it  accomplished.  Sorrowful  death  of  Lincoln.  President 
Johnson  and  Congress  disagree.  The  abolition  of  slavery.  States 
re-admitted  to  representation.  Negroes  vote,  and  hold  office. 

THE  RISE  OF  THE  NEW  WEST. — Western  migration.  The  Pony  Ex- 
press. Overland  Stage.  The  first  Pacific  railroad.  Other  transconti- 
nental lines.  Indian  wars.  Removal  of  Indians  west  of  the  Mississippi. 

REVIEW.    EXAMINATION. 


READING-SEVENTH  YEAR.  89 

EIGHTH  MONTH. 

EVENTS  OF  RECENT  YEARS. — Acquirement  of  Hawaiian  Islands,  Porto 
Rico,  Guam  and  the  Philippines.  Rebellion  in  Cuba.  The  Maine.  War 
with  Spain.  Battles  of  Manila  and  Santiago.  End  of  war.  Philippine 
insurrection.  Disorders  in  China.  McKinley  murdered.  Combinations 
of  capital.  Strikes.  Prosperity. 

PROGRESS  AND  DIVISION  INTO  PERIODS. — Steady  growth.  Immigra- 
tion. People  of  the  Northwest.  Changes  in  the  East.  Four  natural 
periods  in  American  history:  1.  Discovery,  1492-1600.  2.  Occupation 
and  settlement,  1600-1700.  3.  Struggle  for  possession,  1700-1800.  4. 
1800 — .  Growth  of  the  Union:  its  expansion,  and  industrial  and  politi- 
cal development. 

REVIEW  OF  THE  YEAR'S  WORK.    EXAMINATION. 


SEVENTH  YEAR. 


TEXT-BOOKS  —  Fifth  Reader,  Grammar,  Arithmetic,  Geography,  History, 
and  Physiology  and  Hygiene. 

READING.—  Fifth  reader.  HISTORY.—  Discoveries  to  Madison's  adtnin- 
ORTHOGRAPHY.—  Rules,  terms,  etc.  istration 

GRtnaIlys1sAND  COMPOSiTiON.-Sentence  PHYSIOLOGY  AND  HYGiENE.-Completed. 

ARITHMETIC.—  Business  Arithmetic.  GENERAL  EXERCISES.  —  Music,  Drawing, 


tinents.  hold  Arts. 

READING. 

Fifth  Reader  as  adopted  by  Board  of  Directors;  complete  about 
three-fifths  of  the  book. 

ADDITIONAL  READING.  —  Sohrab  and  Rustum,  Houghton,  Mifflin  &  Co.; 
Scott's  Lady  of  the  Lake  (suitable  for  dramatizing);  Stories  of  King 
Arthur's  Court,  Ginn  &  Co.;  Evangeline,  Houghton,  Mifflin  &  Co,;  Bur- 
roughs' Birds  and  Bees,  Houghton,  Mifflin  &  Co.;  Holmes'  Grandmother's 
Story  of  Bunker  Hill,  etc.,  Houghton,  Mifflin  &  Co.;  Tales  from  Shakes- 
peare, Houghton,  Mifflin  &  Co.;  Ginn  &  Co.;  Maynard,  Merrill  &  Co.; 
The  Story  of  the  Aeneid,  Maynard,  Merrill  &  Co. 

SUGGESTIONS.  —  The  general  purpose  of  reading  in  these  grades  is  to 
create  a  keen  appreciation  for  good  literature  and  to  strengthen  individ- 
uality through  the  oral  expression  of  that  appreciation. 

1.  The  Physical  Side  of  Reading.  —  Since  voice  and  speech  defects 
interfere  with  good  oral  expression,  an  attempt  should  be  made  to  correct 
them.  The  most  common  of  these  are:  — 

(a)  a  nasal  quality. 

(b)  huskiness. 

(c)  lisping. 

(a)  may  be  cured  by  a  few  moments  vigorous  daily  drill  on  words 
whose  correct  utterance  demands  a  great  deal  of  action  of  the  lips;  e.  g., 
bound,  round,  found,  friend,  thrusts,  fists,  posts,  ghosts,  etc. 

(b)  may  be  cured  by  working  with  relaxed  throat  on  metrical  selec- 
tions. 


90  READING-SEVENTH  YEAR. 

(c)  may  be  cured  by  noting  carefully  the  position  of  the  tongue  in 
the  formation  of  various  sounds — especially  the  sounds  of  the  letter  8. 

In  all  reading  clear  cut  enunciation  must  be  insisted  upon.  Some 
knowledge  of  the  anatomy  and  physiology  of  the  vocal  organs  should  be 
given  here.  (See  cuts  in  International  Dictionary. — Ed.) 

II.  The  Mental  Side  of  Reading. — Oral  reading  is  thought-getting 
and  thought-giving  from  the  printed  page.  It  becomes  effective  only  as 
the  words  read  become  rich  in  meaning  to  the  reader.  The  printed  word 
must  call  up  a  clear  idea  in  the  mind  of  the  one  reading  and  skillful 
questioning  on  the  teacher's  part,  must  discover  whether  it  is  the  correct 
idea. 

Good  expression  will  be  more  surely  attained  if  certain  specific  things 
are  worked  for.  These  should  be: — 

1.  Life  in  Reading. — This  comes  from  a  mental  arousing  that  mani- 
fests itself  in  the  form  of  energy  of  voice.     The  literature  read  should  be 
of  a  character  to  arouse  the  reader  to  the  point  of  self-forgetfulness.    Here 
self-consciousness  is  overcome.     Selections  full  of  interest  must  be  used, 
especially,  those  in  which  one  central  idea  dominates. 

Thrilling  incident,  sprightly  dialogue  and  vivid  description  will  best 
develop  life  in  reading. 

2.  Smoothness  in  Reading. — Here  the  rough  edges  are  worn  off,  and 
the  life  gained  expresses  itself  in  more  beautiful  form. 

Selections  that  appeal  to  the  higher  emotions  will  secure  best  results 
here.  One's  love  for  the  good  and  the  beautiful  in  literature  will  come 
to  express  itself  in  beauty  of  voice. 

3.  Directness  in  Reading. — This  demands  that  the  one  reading  shall, 
in  simple,  direct  earnestness,  talk  to  and  not  at  his  hearers.     This  will 
correct  all  stilted  and  unnatural  reading  and  will  do  much  toward  per- 
fecting enunciation.     The  literature  used  here  should  be  the  drama — or 
some  powerful  appeal.     There  is  nothing  better  than  Shakespeare's  plays. 

4.  Visualizing  or  Picture  Forming. — Here  reading  is  lifted  into  the 
realm  of  the  ideal  and  tends  to  develop  an  artistic  feeling  and  expression. 
As  a  preparation  for  this  step,  pupils  should  practice  describing  in  detail 
and  vividly,  landscapes,    incidents  and  persons  with  which    they  are 
familiar.     In  reading,  if  there  is  any  doubt  on  the  part  of  the  teacher  as 
to  the  correctness  of  the  mental  image  the  pupil  has,  let  the  reader 
give  the  passage  in  the  form  of  an  expanded  paraphrase.     Literature 
vivid  in  description  should  be  used  here,  e.  g.,     The  Daffodils,  Mid- 
summer, Apple  Blossoms,  The  Battle  of  Waterloo,  etc. 

Where  readers  are  used  in  these  grades,  it  is  well  for  the  teacher  to 
classify  the  selections  under  the  form  heads  named  above:  1.  Life;  2. 
Smoothness;  3.  Directness;  4.  Visualizing  or  imaging. 

Much  reading  aloud  should  be  insisted  upon  in  these  grades,  and 
the  teacher  should  get  beyond  the  mere  mechanical  part  in  preparing  to 
teach  the  lesson,  into  the  "spirit  of  it;  then  she  will  communicate  her  love 
for  the  literature  to  the  class.  The  following  is  suggested  as  covering 
the  necessary  preparation  for  a  reading  lesson  in  these  grades.  Suppose 


ORTHOGRAPHY-SEVENTH  YEAR.  91 

it  to  be  a  lesson  from  the  "Merchant  of  Venice,"  but  the  general  scheme 
can  be  applied  to  all  Seventh  and  Eighth  Grade  reading: 

1.  Read  the  scene  through  without  interruption  to  learn  what  it  is 
about. 

2.  Look  up  all  unfamiliar  words  and  clear  up  all  obscure  passages; 
these  should  be  definitely  designated  by  the  teacher,  with  some  questions 
on  special  words. 

3.  Read  it  over  again,  silently  pondering  as  you  read.     Then  aloud 
until  you  catch  the  spirit  of  the  scene. 

4.  Picture  to  yourself  situations,  incidents  and  characters  as  you 
read;  build  up  a  definite  conception  of  these;  give  your  conception  to 
the  class  in  your  own  words  first,  then  in  the  words  of  the  text.     The 
various  characters  should  then  be  assigned  to  the  members  of  the  class 
and  the  scene  should  be  acted.      

ORTHOGRAPHY. 

To  THE  TEACHER. — Read  "General  suggestions  to  teachers"  on  page 
33  of  this  Course.  The  work  of  the  seventh  and  eighth  years  contains 
a  complete  course  in  orthography  including  technical  terms,  principles 
of  pronunciation,  important  rules  of  spelling,  Latin  and  Greek  prefixes 
and  suffixes,  and  a  limited  number  of  root  words.  Space  will  permit  a 
mere  outline  into  which  the  teacher  is  expected  to  put  meaning  and  life. 

ALTERNATION. — Work  of  the  seventh  and  eighth  years  should  alter- 
nate from  year  to  year.  To  preserve  the  order  of  alternation  already 
established  in  Illinois  have  all  pupils  of  both  years  study  eighth  year 
orthography  during  1903-4,  seventh  year  orthography  during  1904-5, 
eighth  year  orthography  during  1905-6,  and  so  continue  to  alternate 
from  year  to  year. 

FIRST  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:   db, 
from;  ambi,  around;  l>ene,  good;  circum,  around;  contra,  against. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
ann,  year;  art,  skill;  aster,  star;  aud,  hear. 

4.  Terms  to  be  defined:    Elementary  sound;  number  of  elementary 
sounds  in  English  language  and  how  represented;  phono typy;  vocals  or 
tonics,  subvocals  or  sub-tonics,  aspirates  or  atonies;  cognate  sounds. 

5.  Rule:    "Silent  final  e  is  dropped  when  a  suffix  beginning  with  a 
vowel  is  added."     Write  list  of  words  to  illustrate.     Exceptions. 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  dis, 
apart;  extra,  beyond;  inter,  between;  won,  not;  per,  through. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
dud,  clus,  shut;  cor,  cord,  heart;  corpus,  corpor,  body;  cur,  care. 

4.  Letter;  alphabet;  number  of  letters  in  English  alphabet  and  other 
alphabets;  name  of  letter;  power  of  letter;  letters  as  to  form;  as  to  style; 
as  to  size. 


92  ORTHOGRAPHY-SEVENTH  YEAR. 

5.  Ride:  "Silent  final  e  is  retained  when§a  suffix  beginning  with  a 
consonant  is  added."     Write  list  of  words  to  illustrate.     Exceptions. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:   pre, 
before;  re,  back;  semi,  half;  super,  above;  tri,  three. 

3.  Write  and  define  words  containing  the  following  Latin  roots:  due, 
duct,  to  lead;  fac,  fact,  to  do,  to  make;  ferr,  to  carry;  fest,  feast. 

4.  Vowels;  consonants;  when  w  and  y  are  vowels;  when  consonants; 
when  i  is  a  consonant;  when  w  is  a  consonant;  diphthong,  proper  and 
improper  or  digraph;  triphthong,  proper  and  improper  or  trigraph. 

5.  "Rule:  "When  a  suffix  is  added  to  a  word  ending  in  y,  preceded 
by  a  consonant,  the  y  is  changed  to  i."    Write  list  of  words  to  illustrate. 
Exceptions. 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:    uni, 
one;  anti,  against;  dia,  through;  en,  on;  en,  well. 

3.  Write  and  define  words  containing  the  following  Latin  roots:  foli, 
leaf;  fort,  strong;  fract,  fraught,  break;  frater,  fratr,  brother. 

4.  Consonant   sounds  divided   into  labials,  dentals,  linguals  and 
palatals;  mute;  semivowel;  subvocal  letters;  aspirate  letters. 

5.  Rule:  "Monosyllables  and  words  accented  on  the  last  syllable 
ending  with  a  single  consonant,  preceded  by  a  single  vowel,  double  the 
final  letter  on  receiving  a  suffix  beginning  with  a  vowel."     Write  list  of 
words  to  illustrate.     X  is  never  doubled. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  mono, 
alone;  para,  aside;  peri,  around;  syn,  with;  tele,  far. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
liber,  free;  liter,  letter;  man,  hand;  mater,  mother. 

4.  Silent  letter;  uses  of  silent  letters,  to  modify  sounds  of  other  let- 
ters in  same  syllable,  to  indicate  pronunciation,  to  show  meaning  of 
words,  to  show  derivation. 

5.  Rule:  "A  final  consonant,  when  not  preceded  by  a  single  vowel, 
or  when  the  accent  is  not  on  the  last  syllable,  should  remain  single  when 
a  suffix  is  added."     Write  list  of  words  to  illustrate. 

SIXTH  MONTR 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes:     able, 
fit  to  be;  acy,  state  of  being;  an,  pertaining  to;  ary,  one  who;  ate,  having. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
pell,  pids,  drive;  pend,  pens,  hang;  ped,  foot;  pon,  place  or  put. 

4.  Principle  of  pronunciation:    "A  constituting  or  ending  an  unac- 
cented syllable  is  short  Italian  a."    Write  list  of  words  to  illustrate, 


GRAMMAR-SEVENTH  YEAR.  93 

5.  "E  final  is  silent  when  preceded  by  another  vowel  in  the  same 
syllable."     Write  list  of  words  to  illustrate. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes:  ic ,  per- 
taining to;  id,  quality;  ity,  state  of  being;  ive,  that  which;  ment,  act  of. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
tang,  touch;  tempor,  time;  ten,  tent,  hold;  terr,  earth. 

4.  "E  constituting  or  ending  a  syllable  is  long."    Write  a  list  of 
words  to  illustate. 

5.  "B  is  usually  silent  before  t  or  after  m  in  the  same  syllable." 
Write  list  of  words  to  illustrate. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes:  ac,  per- 
taining to;  ics,  science  of;  ism,  state  of  being;  y,  state  of  being. 

3.  Write  and  define  words  containing  the  following  Greek  roots: 
chron,  time;  ge,  earth;  graph,  write;  log,  speech. 

4.  "0  constituting  or  ending  a  syllable  is  long."     Write  list  of  words 
to  illustrate. 

5.  "(7  is  silent  before  fe  in  the  same  syllable."    Write  a  list  of  words 
to  illustrate.     G  is  silent  in  czar,  czarina,  victuals,  muscle,  corpuscle, 
indict,  indicter,  indictment  and  Connecticut. 


GRAMMAR. 

"When  we  speak  of  a  word  as  a  noun,  or  a  verb,  or  a  conjunction,  or 
any  other  part  of  speech,  we  mean  that  in  the  context  of  a  given  sentence 
it  discharges  this  function.  The  character  of  such  and  such  a  part  of 
speech  is  not  in  the  word,  considered  by  itself,  but  in  its  structural  rela- 
tion to  other  words.  "*~  *  *  The  office  of  simple  grammar  is  to 
estimate  words  as  they  stand  in  a  sentence.  The  dictionary  treats  words 
one  by  one,  but  grammar  looks  at  them  in  their  mutual  relations,  and 
only  considers  in  each  one  how  it  helps  to  constitute  the  sentence.  The 
first  aim  of  grammar  is  to  determine  the  function  of  each  word  in  the 
structure  of  the  sentence." — JOHN  EARLE,  Professor  of  Anglo  Saxon,  Uni- 
versity of  Oxford. 

This  course  in  grammar  begins  with  the  study  of  the  sentence.  Al- 
ternation in  the  work  of  the  seventh  and  eighth  years  is  not  advised,  since 
it  seems  important  that  sentence  analysis  should  precede  the  formal  study 
of  the  parts  of  speech.  However,  the  system  of  alternation  is  perhaps 
possible  with  the  course  as  it  stands. 

The  simplest  sentences  are  examined  first,  then  element  after  element 
is  added  till  all  the  parts  of  speech  and  their  ordinary  constructions  have 
been  studied.  The  different  uses  of  the  nouns,  for  example,  are  thus 
discovered  one  by  one,  as  they  appear  naturally  in  the  development  of 
the  sentence.  One  new  point  at  a  time,  combined  with  a  constant  re- 
view of  all  elements  studied,  is  the  central  thought  in  the  course. 


94  GRAMMAR— SEVENTH  YEAR. 

After  the  sentence  is  clearly  understood,  together  with  the  various 
uses  that  the  different  parts  of  speech  may  have  in  it,  inflection  can  be 
easily  mastered,  and  will  have  a  meaning  that  it  cannot  have  if  taken 
earlier. 

Less  time  should  be  given  to  composition  work  and  to  the  learning 
of  passages  of  literature  than  during  the  fifth  and  sixth  years,  but  these 
should  not  be  ignored.  But  one  recitation  and  one  composition  a  month 
are  suggested.  Individual  pupils  should  be  allowed  some  latitude  in  the 
choice  of  additional  recitations  and  composition  subjects. 

As  pupils  come  gradually  to  appreciate  that  literature,  as  it  is  exem- 
plified in  the  best  things  they  read,  is  an  art,  definite  means  being  used 
to  produce  definite  effects,  they  should  become  more  conscious  of  their 
own  audience,  their  classmates  and  teacher,  and  more  anxious  to  please 
by  their  writing.  The  danger  to  be  guarded  against  is,  that  this  grow- 
ing consciousness  shall  be  accompanied  by  a  loss  of  spontaneity,  a  tend- 
ency to  use  words  because  they  are  good  words  in  themselves,  not  because 
they  are  the  best  means  of  self-expression.  The  best  composition  a  pupil 
can  write  is  one  that  tells  in  the  best  way  he  can  what  he  himself  has 
seen,  or  done,  or  thought. 

For  morning  exercises  during  some  week'of  the  last  month  of  the 
year,  have  seventh  grade  pupils  recite  the  poems  written  by  Lowell  that 
they  have  learned  during  the  year. 

FIRST  MONTH. 

THE  DECLARATIVE  SENTENCE  AND  ITS  ESSENTIAL  OR  BASAL  ELEMENTS. — 
Teach  that  every  declarative  sentence  asserts  something  about  something. 
Make  very  clear  the  difference  between  the  assuming  and  the  asserting 
of  relations.  Drill  upon  this  difference  until  the  pupils  readily  see  that 
such  groups  of  words  as  The  "boy  ran,  The  birds  are  flying,  The  ring  is 
gold,  The  large  black  dog  running  down  the  street  is  barking  at  the  automo- 
bile, are  sentences  because  they  assert,  while  the  expressions,  The  boy 
running,  The  birds  flying,  The  ring  of  gold,  The  large  black  dog  running 
down  the  street  and  barking  at  the  automobile  are  not  sentences  since  they 
merely  assume  relations. 

Show  that  from  its  very  nature  a  sentence  must  have  three  elements; 
one  part  to  represent  that  about  which  something  is  asserted  (the  sub- 
ject), one  to  represent  that  which  is  asserted  of  the  subject  of  thought 
(the  predicate  attribute),  and  an  asserting  element  (the  copula).  Give 
short  sentences  and  require  the  pupils  to  tell  what  the  predicate  attribute 
in  each  shows  of  the  subject  of  thought.  Study  sentences  from  text- 
books in  same  way.  Have  pupils  make  in  connection  with  this  work  a 
somewhat  full  list  of  kinds  of  predicate  attributes;  e.  g.,  predicate 
attributes  expressing  quality,  condition,  action,  existence,  material,  and 
predicate  attributes  that  classify  and  identify.  Pupils  should  from  the 
first  see  in  a  concrete  way  that  sentences  represent  related  things. 

Forms  of  copula:  Single  word  (He  is  running).  Groups  of  words 
(He  has  been  running,  or  He  may  be  running),  combined  with  the  predi- 
cate attribute  (He  runs). 


GRAMMAR-SEVENTH  YEAR.  95 

Chief  uses  of  copula  besides  asserting:  to  show  time,  He  is  happy, 
He  was  happy,  He  will  Toe  happy;  to  show  doubt  or  certainty  in  the  mind 
of  the  speaker,  He  -may  have  been  whispering,  He  seems  happy,  He  was 
whispering,  He  is  happy. 

The  copulative  use  of  the  words  seem,  appear,  become,  taste,  smell, 
feel,  look,  and  sound  (He  appears  a  gentleman,  The  medicine  tastes  bitter), 
and  the  copulative  plus  the  attributive  use  of  most  of  them  (He  suddenly 
appeared,  She  tasted  of  the  medicine). 

Pupils  may  be  required  to  prepare  a  table  like  the  following: 


SUBJECT. 

COPULA. 

PREDICATE  ATTRIBUTE. 

The  apple 
She 
The  boy 
He 
The  dress 

is 
has  been 
pit 

will  be 

was 

ripe  (condition) 
playing  (action) 
yed            (action) 
adoctoi  (class) 
silk  (material) 

THE  OBJECT. — Definition.  Show  that  the  object  may  be  made  the 
subject  of  an  equivalent  sentence:  She  wrote  the  letter.  The  letter  was 
written  by  her. 

THE  PREDICATE  ATTRIBUTE  OF  THE  OBJECT. — (Objective  complement.) 
She  swept  the  floor  clean.  The  Republicans  elected  McKinley  president. 

POEM. — Yussouf. — Lowell. 

COMPOSITION. — Tell  the  story  of  Yussouf  to  a  child  seven  years  old. 
Make  it  interesting. 

SECOND  MONTH. 

Review  the  work  of  previous  month.  The  sentence'elements  studied 
are  called  basal  elements.  The  first  three  are  found  in  every  sentence, 
the  object  is  found  in  many  sentences,  while  the  predicate  attribute  of 
the  object  is  comparatively  rare.  Pupils  should  select  these  elements  in 
sentences  found  in  readers,  histories,  etc.,  as  well  as  in  those  prepared  by 
the  teacher.  The  table  suggested  in  the  first  month  with  the  addition  of 
two  columns  for  object  and  predicate  attribute  of  the  object  may  be  used. 
See  that  pupils  do  not  confuse  nouns  used  as  predicate  attribute,  espe- 
cially those  following  seem,  become,  and  appear  with  objects. 

The  interrogative  sentence.     The  imperative  sentence. 

A  part  of  speech.     The  noun.     The  pronoun. 

Have  pupils  select  nouns  and  pronouns  in  sentences  and  tell  what 
each  noun  names;  e.  g.,  a  material  thing,  a  quality,  a  condition,  an  emo- 
tion. Make  no  formal  classification  of  nouns  or  pronouns  here.  Have 
pupils  make  a  list  of  the  constructions  in  which  the  noun  may  be  used  in 
the  kinds  of  sentences  studied  (subject,  predicate  attribute,  object,  pred- 
icate attribute  of  object).  In  how  many  of  these  ways  may  the  pronoun 
be  used?  Which  of  the  kinds  of  predicate  attributes^studied  in  the  first 
month  are  nouns,  or  pronouns? 

THE  VERB. — Definition.  Kinds:    copulative  (those  that  do  not  include 


§6  GRAMMAR-SEVENTH  YEAR. 

a  predicate  attribute),  attributive  [(those  that  include  a  predicate  attri- 
bute). Kinds  of  attributive  verbs:  transitive,  intransitive.  Give  special 
attention  to  verbs  that  may  be  used  as  copulative  or  attributive  verbs 
(appear,  taste,  smell,  etc.),  and  to  verbs  that  may  be  used  either  transi- 
tively or  intransitively. 

POEM. — The  Shepherd  of  King  Admetus. — Lowell.  How  did  Mr. 
Lowell  think  a  poet  differs  from  other  men? 

COMPOSITION. — Write  for  some  newspaper  a  report  of  crop  conditions 
in  your  district.  Try  to  have  matter  accurate  and  form  good. 

THIED  MONTH. 

Drill  in  selecting  and  classifying  verbs. 

Distinction  between  verb  (a  word  that  asserts)  and  verbal  (a  form  of 
a  verb  that  does  not  assert).  Be,  am,  is,  was,  were,  being,  and  been  are 
forms  of  the  verb  be.  Use  them  in  sentences  and  see  which  ones  assert 
and  so  are  verbs,  which  ones  do  not  assert  and  are  verbals,  and  which 
ones  may  be  used  either  as  verbs  or  verbals.  Study  the  forms  of  the 
verb  write,  (write,  writes,  wrote,  writing,  written)  and  of  other  verbs  in 
the  same  way.  Make  only  so  much  of  a  study  of  verbals  as  is  necessary 
to  prepare  the  way  for  the  selection  of  verb  phrases.  No  formal  classifi- 
cation. If  participles,  infinitives,  and  gerunds  are  found  in  the  sentences 
studied  they  can  be  described  as  verbal  nouns  and  adjectives. 

THE  VERB  PHRASE. — Definition:  A  group  of  words  made  up  of 
forms  of  verbs  and  having  the  uses  of  a  verb.  Verb  phrases  are  some- 
times called  verbs  but  it  is  difficult  to  make  a  definition  of  verb  that  will 
include  them.  Explain  that  it  is  hard  to  show  clearly  the  use  of  each 
word  in  a  verb  phrase  but  that  the  first  word  is  a  verb  and  the  others  are 
verbals.  Classification  (same  as  for  verbs).  Teach  that  the  verbs  wrote, 
went,  saw,  etc.,  should  not  be  used  as  the  last  words  of  verb  phrases,  but 
instead  the  verbals  written,  gone,  seen,  etc.  Show  that  not  all  groups  of 
verb  forms  are  verb  phrases  but  that  such  a  group  may  consist  of  a 
transitive  verb  plus  an  object;  e.  g.,  ought  to  study,  dare  defy,  hope  to 
learn,  expect  to  go,  began  studying. 

POEM. — The  Huskers. — Whittier.  Best  pictures  in  the  poem.  Learn 
the  last  eight  stanzas. 

FOURTH  MONTH. 

THE  ADJUNCT.— Show  that  long  sentences  are  formed  by  adding  words 
and  groups  of  words  to  the  basal  elements  of  sentences.  A  word  or  group 
of  words  added  to  any  part  of  a  sentence  is  called  an  adjunct. 

Classification  of  adjuncts  according  to  use  (adjective  and  adverbial) 
and  according  to  form  (word,  phrase,  and  clause). 

THE  COORDINATE  CONJUNCTION,  COMPOUND  ELEMENTS,  (including  the 
Compound  Sentence). — Analysis  of  simple  passages  from  readers  and 
histories.  Have  adjuncts  of  basal  elements  described  as  wholes  and  not 
analyzed. 

A  simple  form  for  written  work  is  illustrated  on.  the  next  page. 


GRAMMAR— SEVENTH  YEAR.  97 

"A  wooden  turret,  which,  was  erected  for  the  occasion,  held  the  queen 
and  the  principal  ladies  of  the  court." 

Subject.  Copula.  Pred.  Att.  Object. 

/queen 
the 

turret  held  and 

a  ladies 

wooden  ,       the 

which  was  erected  for  the  occasion  principal 

of  the  court. 
"The  snow  had  begun  in  the  gloaming, 

And  busily  all  the  night 
Had  been  heaping  field  and  highway 

With  a  silence  deep  and  white." 
Subject.  Copula.  Predicate  attribute.  Object. 

had  begun 

snow  and  in  the  gloaming 

The  had  been       heaping  field 

busily  and 

all  the  night  highway 

with  a  silence  deep  and  white. 

There  is  danger,  however,  that  there  will  be  too  much  written  work. 
It  should  never  be  forgotten  that  any  such  set  form  of  written  analysis 
gives  but  the  skeleton  of  a  real  analysis.  Encourage  pupils  to  tell  what 
each  adjunct  shows  of  that  which  is  expressed  by  the  modified  term  and 
so  prove  that  they  have  chosen  the  modified  term  correctly;  for  example, 
in  the  sentence,  Quickly  she  turned,  the  word  quickly  shows  the  manner 
of  turning  and  so  is  an  adjunct  of  the  word  turned. 

POEM.— The  Gift  of  Tritemius.— Whittier. 

COMPOSITION. — An  original  Christmas  story,  or  My  Christmas  Shop- 
ping. Rules  for  punctuation  of  a  series. 

FIFTH  MONTH. 

With  this  month  begins  a  more  specific  study  of  different  kinds  of 
adjuncts,  but  the  work  of  the  fourth  month  should  also  be  continued. 

THE  ADJECTIVE. — Uses:  direct  adjunct,  predicate  attribute,  predicate 
attribute  of  object. 

THE  ADVERB. — Make  a  somewhat  full  list  of  ideas  expressed  by  ad- 
verbs; e.  g.,  time  when,  duration  of  time,  manner,  place,  direction,  degree, 
repetition,  exclusion.  Guard  against  giving  the  impression  that  words 
that  express  these  ideas  are  necessarily  adverbs.  Study,  also,  the  modal 
adverb. 

Give  drill  in  the  recognition  and  correct  use  of  adjectives  and  ad- 
verbs from  the  same  root.  (She  looks  anxious.  She  looked  anxiously 
around.  She  seems  severe.  She  spoke  severely  to  the  culprit.)  Guard 
against  giving  the  impression  that  a  word  ending  in  ly  is  necessarily  an 
adverb. 


98  GRAMMAR— SEVENTH  YEAR. 

Give  attention  also  to  words  that  may  be  used  either  as  adjectives 
or  adverbs;  e.  g.,  only,  but,  here. 

THE  NOUN  AND  PRONOUN  AS  ADJECTIVE  ADJUNCTS. — Possessive  mod^ 
ifier,  appositive,  to  express  material,  etc.  (Her  gold  ring  was  lost.) 

NOUNS  AND  PRONOUNS  AS  ADVERBIAL  ADJUNCTS  (Adverbial  Objective). 
They  may  express  a  variety  of  ideas;  e.  g.,  time  when,  duration  of 
time,  limit  of  motion,  measure  of  distance,  value,  etc.  Include  the  indi- 
rect object. 

Constant  review  of  subjects  in  which  classes  are  weak  should  be 
carried  on  in  connection  with  advance  work. 

POEM. — The  Harvard  Commemoration  Ode. — Lowell.  Learn  passage 
beginning  with  "Life  may  be  given  in  many  ways,"  stanza  II,  and  end- 
ing with  "And  brave  old  wisdom  of  sincerity." 

COMPOSITION. — Lincoln's  Education,  or  the  Kindness  of  Lincoln. 

Punctuation  of  the  appositive. 

SIXTH  MONTH. 

THE  PREPOSITION  AND  THE  PREPOSITIONAL  PHRASE. — Definitions.  Point 
out  the  noun  or  pronoun  that  is  connected  by  the  preposition  to  some 
other  part  of  the  sentence.  To  what  is  it  added?  Pupils  should  by  this 
time  have  gotten  a  fair  idea  of  the  term  relation.  Make  it  clearer  here. 
Show  that  prepositional  phrases  may  express  many  ideas  besides  those  of 
position,  e.  g.,  dress  of  silk  (material),  dug  with  a  hoe  (means),  worked 
for  praise  (purpose).  Describe  prepositional  phrases  in  passages  from 
histories  and  readers. 

THE  ADJECTIVE  CLAUSE. — Kinds:  limiting,  purely  descriptive.  Con- 
nectives: conjunctive  (relative)  pronoun,  conjunctive  adverb.  Make  the 
double  use  of  the  conjunctive  pronoun  and  the  conjunctive  adverb  clear. 
Have  pupils  make  lists  of  conjunctive  pronouns  and  of  the  noun  con- 
structions in  which  they  are  found. 

POEMS. — Select  passages  from  Longfellow's  poems  referring  to  his 
Cambridge  home. 

COMPOSITION. — A  description  of  Longfellow's  Cambridge  home.  Get 
help  from  the  author's  poems,  and  from  pictures  as  well  as  from  biogra- 
phies. 

SEVENTH  MONTH. 

THE  ADVERBIAL  CLAUSE. — Kinds:  those  expressing  time,  duration 
of  time,  place,  manner,  cause,  purpose,  concession,  evidence,  degree. 
Some  kinds  of  adverbial  clauses  are  usually  contracted.  Practice  expand- 
ing such  clauses. 

Connectives  of  adverbial  clauses:  conjunctive  adverbs,  subordinate 
conjunctions.  Emphasize  the  fact  that  the  word  like  should  never  be 
used  as  a  clause  connective. 

THE  NOUN  CLAUSE. — Uses:  subject,  object,  predicate  attribute,  prin- 
cipal term  of  a  prepositional  phrase,  appositive.  That  as  an  introductory 
word. 

Describe  clauses  and  their  connectives  in  passages  from  readers  and 
histories. 

POEM. — Rhoecus. — Lowell. 


ARITHMETIC— SEVENTH  YEAR.  99 

COMPOSITION. — The  history  of  Arbor  Day,  or  why  we  should  plant 
trees. 

Punctuation  of  the  adjective  clause. 

EIGHTH  MONTH. 

INDEPENDENT  CONSTRUCTIONS. — (Parenthetical  expressions,  exclama- 
tions, nouns  used  in  direct  address,  absolute  phrases). 

A  general  review  of  the  year's  work.  All  the  elements  of  ordinary 
English  sentences  have  now  been  studied  except  that  verbals,  as  such, 
have  not  been  classified  and  their  uses  have  not  been  studied.  This  work 
will  be  done  in  the  eighth  year  in  connection  with  the  further  study  of 
verbs. 

This  review  should  be  made  chiefly  by  means  of  sentence  analysis 
and  by  the  making  of  summaries.  In  some  cases  entire  sentences  may 
be  analyzed,  in  others  selected  words  and  expressions  may  be  described. 
Have  pupils  make  lists  of  all  the  uses  of  nouns  that  have  been  studied, 
the  kinds  of  words  they  have  found  used  as  predicate  attributes,  etc. 

POEM. — The  Dandelion. — Lowell. 

COMPOSITION. — Which  I  like  better,  fall  or  spring  wild  flowers  (ex- 
plain), or  a  description  of  some  experiment  in  your  study  of  agriculture. 

Punctuation  of  independent  expressions. 

ARITHMETIC. 

ALTERNATION. — The  arithmetic  of  this  year  is  intended  to  alternate 
with  that  of  the  eighth  year  and  should  be  studied  during  1904-05,  and 
each  alternate  year  thereafter. 

This  year  is  devoted  to  commercial  arithmetic,  percentage  and  its 
applications,  and  bookkeeping.  In  teaching  arithmetic  every  new  sub- 
ject should  be  developed  in  the  class.  The  order  may  be, 

a.  Discussion  and  comparison  of  a  few  type  problems. 

b.  Technical  names  of  the  numbers  involved,  as  face  of  note,  discount, 
proceeds. 

c.  Solution  of  many  problems  made  by  teacher  and  pupils  and  deal- 
ing with  the  local  environment. 

d.  Generalization  of  the  process  under  the  form  of  a  rule. 

e.  Comparison  of  process  with  preceding  processes. 
/.  Problems  from  the  text-book. 

Pupils  should  not  use  text-book  until  /  is  reached.  The  local  prob- 
lems may  be  written  on  the  blackboard,  or  on  slips  of  paper  to  be  passed 
around  for  solution.  Interesting  problems  for  the  first  month  may  be 
found  in  comparing  width  of  schoolroom  or  school  yard  or  schoolhouse 
with  length,  area  of  schoolhouse  floor  with  area  of  school  yard,  boys  en- 
rolled with  total  enrollment,  daily  attendance  with  enrollment,  school 
enrollment  with  population  of  district,  area  of  district  with  area  of  town- 
ship, school  session  with  entire  day,  school  days  with  entire  month, 
length  of  day  as  found  in  almanac  with  twelve  hours,  relative  area  ir 
corn,  oats,  meadow,  etc.,  on  farms  where  pupils  live.  Make  the  farm  the 
center  of  interest  in  all  lines  of  work  in  rural  schools.  Do  not  confine 
percentage  to  money  problems. 


100  ARITHMETIC— SEVENTH  YEAR. 

If  the  first  month's  work  is  well  done,  the  subsequent  work  in  per- 
centage will  be  found  easy,  provided  the  students  understand  the  business 
to  which  the  percentage  is  applied.  The  teacher  should  inform  himself 
and  his  pupils  thoroughly  in  the  usages  of  the  commercial  world.  The 
civic  and  economic  aspects  of  these  usages  should  be  discussed. 

Most  of  the  difficulties  of  percentage  arise  from  forgetting  what  the 
base  is.  It  should  be  made  an  invariable  rule  in  the  earlier  stages  of 
the  work  always  to  name  the  base  after  the  word  per  cent.,  even  if  not 
printed  in  the  statement  of  the  problem. 

The  work  in  bookkeeping  is  of  the  highest  importance.  The  habit 
of  keeping  accurate  accounts  of  personal  expenses  and  business  transac- 
tions makes  one  careful  in  business.  It  quickens  and  strengthens  the 
love  of  j  ustice,  fosters  fair  dealing,  leads  to  economy  and  thrift,  and  pro- 
motes private  and  public  virtue.  Our  accounts  are  often  for  others'  eyes; 
they  should  be  kept  according  to  the  standard  forms.  These  forms  are 
few  and  simple,  easily  mastered  by  the  fourteen-year-old  pupil. 

Many  of  the  "budget  sets"  now  prepared  by  educational  publishers 
will  be  found  of  great  assistance  in  teaching  bookkeeping. 

FIRST  MONTH. 

PERCENTAGE. — Teach  the  subject  as  a  case  of  fractions,  using  the  same 
general  forms  of  analysis.  Define  terms — base,  rate  per  cent,  percentage. 
From  the  nature  of  a  percentage  statement,  as,  48  is  6  per  cent  of  800, 
note  that  since  three  numbers  are  involved  we  may  have  only  three  types 
of  problems.  (See  fifth  year  work,  page  70  and  71.)  Observe  the  simi- 
larities in  the  three  solutions.  In  the  first  we  multiply  one  per  cent  of 
the  base  by  the  rate  per  cent.  In  the  second  we  measure  the  percentage 
by  one  per  cent  of  the  given  base.  In  the  third  we  divide  the  given 
percentage  by  the  rate  per  cent,  to  find  one  per  cent  of  the  base,  then 
multiply  by  100.  Compare  these  problems  and  solutions  with  corre- 
sponding processes  in  integers,  and  fractions,  and  observe  that  they  in- 
volve respectively,  multiplication,  measurement,  partition.  Show  that  in 
each  type  the  problem  ia  more  easily  solved  as  a  problem  in  simple  frac- 
tions, if  the  rate  is  an  aliquot  part  of  100.  Solve  many  problems  of  this 
sort.  Practice  pupils  in  expressing  the  ste^°  of  the  solution  in  a  series 
of  equations.  Develop  the  three  percentage  formulas. 

PROFIT  AND  Loss. — Make  clear  that  the  base  is  always  the  cost.  Fre- 
quently require  pupils  to  describe  steps  in  a  solution  without  stating 
results. 

SECOND  MONTH. 

COMMISSION  AND  BROKERAGE.  —  Different  forms  of  compensation; 
wages,  salaries,  fees,  commissions.  Study  commissions  for  tax  collections, 
agents'  sales,  lawyers'  collections,  brokers'  purchases,  and  in  the  admin- 
istration of  our  school  funds.  Define  terms — agent,  principal,  commis- 
sion, net  proceeds,  commission  merchant,  broker,  etc.  Problems  involv- 
ing a  remittance  to  cover  a  purchase  and  a  commission  are  given  in  all 
our  text-books.  Although  rare  in  actual  business  they  should  be  studied 
for  the  sake  of  the  principle  involved. 


ARITHMETIC— SEVENTH  YEAR.  101 

STOCKS  AND  BONDS. — Trace  the  organization  and  history  of  some  cor- 
poration to  get  an  adequate  idea  of  the  meaning  of  the  terms,  capital, 
stock  certificate,  assessment,  dividend,  common  stock,  preferred  stock, 
bond,  par  value,  market  value,  premium,  discount,  etc.  Explain  stock 
quotations  as  given  in  daily  papers.  Explain  the  two  great  advantages 
of  the  corporation  over  the  firm  as  a  mode  of  business  association.  Solve 
problems  of  each  type,  paying  most  attention  to  rate  of  interest  yielded 
by  stock  investments. 

THIRD  MONTH. 

INTEREST. — Compare  interest  with  rent  and  hire.  Teach  some  gen- 
eral method  of  computing  interest,  also  the  six  per  cent  method  in  which 
after  the  entire  time  is  expressed  in  months  and  tenths  of  a  month,  one 
per  cent  of  the  principal  is  multiplied  by  the  number  of  months.  Solve 
all  problems  by  both  methods  to  insure  accuracy.  Find  interval  between 
two  dates  by  counting  by  years  as  far  as  possible,  by  calendar  months, 
then  the  remaining  days.  Teach  also  the  bankers'  method  which  counts 
the  exact  number  of  days  in  the  interval  and  counts  a  day's  interest  as 
Teir  (T^T  in  some  states)  of  a  year's  interest.  Indicate  operations  and 
employ  cancellation. 

Discuss  and  write  the  various  forms  of  notes,  endorsements,  and  a 
few  of  the  more  important  legal  provisions  in  regard  to  them.  Define 
usury,  legal  rate,  surety,  endorsement,  maker,  payee,  negotiable,  judg- 
ment note,  simple  interest,  compound  interest.  Discuss  the  wisdom  of 
laws  forbidding  usury  and  compound  interest.  Learn  United  States  rule 
for  partial  payments,  also  the  more  equitable  Merchants'  rule. 

FOURTH  MONTH. 

TFIE  BANKING  BUSINESS. — The  four  chief  functions  of  banks:  receiv- 
ing deposits,  lending  money,  transmitting  money  by  means  of  drafts, 
issuing  paper  money.  Economic  advantages  of  banks  to  a  community. 
Why  banks  usually  lend  for  60  or  90  days  only.  Define  discount,  bank 
discount,  proceeds.  Mode  of  computing  bank  discount.  (Days  of  grace 
have  been  abolished  in  HlinoiB.)  Mode  of  computing  face  of  note  that 
will  yield  any  required  proceeds.  Mode  of  computing  the  actual  rate  of 
interest  paid  when  notes  are  discounted  at  various  rates  for  various  periods. 

COMMERCIAL  DISCOUNT. — Why  compound  discounts  are  employed. 

GENERAL  PROBLEMS  OF  INTEREST. — Note  that  in  interest  five  quanti- 
ties are  involved:  principal,  rate,  time,  interest,  amount.  If  three  of  these 
be  given,  the  other  two  may  be  found  unless  the  three  be  p,  i,  a.  In  com- 
putation, if  principal,  rate,  or  time  be  wanted,  we  compute  interest  (or 
amount)  with  unit — principal,  unit-rate  or  unit-time,  as  needed,  and  then 
divide  the  given  interest  (or  amount)  by  the  result.  Compare  true  dis- 
count with  bank  discount. 

COMPOTJND  INTEREST. — Teach  the  mode  of  forming  a  compound  inter- 
est table,  and  solve  a  few  problems  of  each  type  by  means  of  such  table. 

FIFTH  MONTH. 

BOOKKEEPING. — Form  of  cash  account;  account  of  boy  at  school;  cash 
account  in  small  business.  How  to  balance  an  account.  What  the  bal- 


102  ARITHMETIC— SEVENTH  YEAR. 

ance  of  a  cash  account  must  show.  Personal  accounts  with  debit  and 
credit,  as  they  arise  in  ordinary  trade.  What  the  balance  must  show. 
Loss  and  gain  accounts,  as  kept  with  a  field  or  crop,  a  lot  of  cattle,  or  a 
stock  of  goods,  in  which  the  balance  shows  a  loss  or  a  gain.  An  inventory. 
Pupils  make  inventories  of  their  personal  belongings  at  school;  of  the 
school  furniture  and  apparatus.  What  the  difference  between  two  suc- 
cessive inventories  of  the  same  stock  shows.  Dictate  a  few  transactions 
every  day.  Pupils  should  rule  a  few  sheets  to  learn  the  form;  afterwards 
supply  paper  suitably  ruled. 

EXCHANGE. — Write  checks  and  drafts,  both  bank  drafts  and  the  com- 
mercial drafts  used  in  collections.  Trace  the  history  of  some  draft  issued 
by  the  local  bank,  through  the  clearing  house  until  it  returns  to  the  home 
bank.  Show  what  causes  make  the  rate  of  exchange  at  a  premium  or  at 
a  discount.  The  arithmetic  of  this  subject  needs  little  attention. 

SIXTH  MONTH. 

BOOKKEEPING. — Continue  exercises  in  the  cash  accounts,  personal 
accounts,  loss  and  gain  accounts,  and  inventories  taught  last  month.  Ex- 
pense account.  What  items  charged  here.  Why  it  is  a  loss  and  gain 
account.  Are  there  ever  entries  on  the  credit  side?  Proprietor's  account, 
or  "Stock  account"  items  to  be  entered  here. 

Bills  payable,  bills  receivable,  interest  account.  Note  that  interest 
here  means  the  use  of  money,  the  thing  we  buy  when  we  pay  out  cash 
as  interest.  Comparison  of  these  accounts  to  discover  the  common  law: 
"Whatever  is  received  by  the  person  or  thing  named  in  the  heading  is 
set  in  the  debit  column;  whatever  is  given  in  the  credit  column."  Since 
every  value  given  by  a  person  or  thing  is  received  by  some  other  person 
or  thing,  it  follows  that  every  transaction  must  be  recorded  in  two  differ- 
ent accounts,  once  as  a  credit,  once  as  a  debit.  The  trial  balance  to  test 
correctness  of  entries.  The  balance  sheet  of  loss  and  gain  accounts,  to 
show  net  loss  or  gain.  The  balance  sheet  of  resources  and  liabilities,  to 
show  the  same.  Mode  of  closing  accounts  or  a  set  of  accounts.  Defini- 
tion of  Ledger  as  Book  of  Accounts. 

TAXES. — Study  our  state  tax  system.  Who  levy  state  tax,  county 
tax,  to wnship  tax,  road  and  bridge  tax,  city  tax,  school  tax.  The  asses- 
sor, the  board  of  review,  and  the  board  of  equalization.  The  county 
clerk  determining  the  rate  and  extending  the  taxes.  The  collector  and 
the  legal  machinery  for  enforcing  payment.  Obtain  local  levies  and 
assessments  and  make  the  arithmetical  computations  required  of  each  of 
these  various  officials. 

SEVENTH  MONTH. 

BOOKKEEPING. — The  Day-book  or  Journal  as  preliminary  to  Ledger. 
Take  up  a  set  of  transactions  as  they  would  occur  in  the  conduct  of  a 
farm  or  small  business  for  a  month  or  year.  Write  all  business  letters, 
orders,  notes,  checks,  drafts,  bills,  and  receipts  as  they  would  actually 
arise.  Write  up  the  various  accounts  and  make  a  financial  statement  at 
the  end  of  the  period.  Wanted,  a  "budget  set"  of  farm  transactions  for 
one  year,  adapted  to  a  three  months'  course  in  a  rural  school. 

EQUATION  OF  PAYMENTS. 


WRITING— SEVENTH  AND  EIGHTH  YEARS.  103 

EIGHTH  MONTH. 

PROPERTY  INSURANCE. — Read  a  fire  insurance  policy,  define  the  terms. 
What  determines  the  difference  in  rates  for  different  buildings?  Who 
should  not  insure?  Should  school  houses  be  insured?  Court  houses? 
The  adjuster.  Should  the  full  amount  of  the  policy  be  paid  in  case  of 
total  loss? 

LIFE  INSURANCE. — Define  "expectation",  "level  premium",  "endow- 
ment policy",  mutual  and  old  line  insurance.  (The  mathematics  of  life 
insurance  and  annuities  must  be  left  for  the  high  school.) 

UNITED  STATES  REVENUES. — Ad  valorem  and  specific  duties,  relative 
advantages.  Internal  revenues — alcoholic  liquors,  tobacco,  butter-imi- 
tations, and  postal  revenues,  rates  of  postage.  Explain  the  shifting  of 
taxes,  and  the  tendency  of  most  taxes  to  destroy  the  thing  taxed.  Who 
are  the  real  tax  payers  in  a  community? 

PARTNERSHIP. — Little  attention  need  be  given  tb  the  mere  arithmetic 
of  the  foregoing  subjects. 

WRITING— Seventh  and  Eighth  Years. 

BUSINESS  FORMS. — Teach  not  only  the  forms,  but  penmanship,  Eng- 
lish composition,  and  suitable  content  of  subject  matter.  Let  every  les- 
son be  one  in  penmanship.  Teach  the  features  of  good  vertical  writing, 
which  are  verticality,  simplicity,  well  rounded  letters,  short  stems  and 
loops,  small  and  simple  capitals,  and  uniform  spacing.  Teach  one  at  a 
time,  and  give  special  attention  to  paragraphing,  indenting,  and  margins. 

LETTER  WRITING. — The  necessary  requisites  of  a  good  letter  are: 
1.  That  it  should  be  legible,  without  flourishes,  the  forms  neat,  not 
too  large,  yet  plain.  2.  That  it  should  state  definitely  where  written, 
when,  by  whom,  and  to  whom.  3.  That  it  should  begin  and  end 
courteously  and  appropriately.  4.  That  the  style  should  depend  upon 
the  relations  between  the  writer  and  the  one  to  whom  he  writes,  the  cir- 
cumstances under  which  he  writes,  and  that  about  which  he  writes. 

Pupils  learn  to  write  good  English  by  practice;  give  them  much 
drill  in  social  and  business  letter  writing. 

FIRST  MONTH. 

BUSINESS  LETTERS. — Business  letters  should,  as  a  rule,  be  short;  but 
should  omit  no  information  necessary  to  a  proper  understanding  of  the 
business  in  hand.  The  meaning  should  be  so  clear  as  to  admit  no  possi- 
bility of  a  misunderstanding.  Teach  a  model  form,  then  furnish  data 
from  day  to  day  which  pupils  may  give  proper  wording  and  put  in  form. 
Include  many  varieties  of  letters,  pertaining  to  various  kinds  of  business. 

SECOND  MONTH. 

SOCIAL  LETTERS. — Social  letters  are  of  various  kinds.  Adapt  the 
style  to  the  nature  of  the  case,  (See  4,  under  Letter  Writing).  For  ex- 
amples write:  (1)  A  short  note,  asking  a  friend  to  spend  an  evening  with 
you;  (2)  a  reply,  accepting  the  invitation;  (3)  a  reply,  declining  the  invi- 
tation; (4)  a  more  formal  note,  introducing  a  friend  to  another;  (5)  a 


104  PHYSIOLOGY— SEVENTH  AND  EIGHTH  YEARS. 

formal  invitation  in  the  third  person;  (6)  a  petition  to  a  faculty,  or  some 
person  or  persons  in  authority;  (7)  a  familiar  letter  of  friendship  to  an 
old  acquaintance. 

THIRD  MONTH. 

NOTES. — Distinguish  between  (1)  negotiable  and  non-negotiable  notes; 
(2)  individual  and  joint  notes;  (3)  time  and  demand  notes;  (4)  bills  receiv- 
able and  bills  payable.  Teach  the  meaning  of  "or  order,"  "or  bearer," 
"maker,"  "payer,"  "payee,"  and  "endorser."  Show  model  forms,  furnish 
data,  and  give  pupils  practice  on  all  kinds  of  notes. 

FOURTH  MONTH. 

RECEIPTS  AND  CHECKS. — Teach  receipts,  checks,  certificates  of  deposit, 
and  deposit  slips.  From  bankers  and  other  business  men  may  be  gotten 
blanks  for  these  forms,  possibly  enough  to  supply  the  class  with  models. 
A  receipt  should  state  (1)  what  was  received;  (2)  where;  (3)  when;  (4)  of 
whom;  (5)  by  whom,  and  (6)  on  what  account. 

FIFTH  MONTH. 

DRAFTS. — Distinguish  sight  drafts  and  time  drafts.  Teach  the  mean- 
ing of  "drawer,"  "payee,"  and  "drawee."  Compare  notes  and  drafts. 
A  note  has  necessarily  two  parties,  the  maker  and  the  payee;  a  draft  has 
three  parties,  the  drawer,  the  payee,  and  the  drawee.  Compare  an  ac- 
cepted draft  and  a  note.  Show  how  exchange  is  carried  on  by  means  of 
drafts. 

SIXTH  MONTH. 

BILLS. — Bills  may  be  for  goods  bought,  for  services  rendered,  or  for 
services  rendered  and  for  material.  Almost  every  business  man  has 
printed  bill-heads.  Secure  blanks,  familiarize  pupils  with  forms  of  bills, 
and  give  them  practice  in  writing  bills  for  as  many  different  kinds  of 
business  as  practicable. 

CASH  ACCOUNT. — Teach  the  form  of  an  account,  the  purpose  of  a  cash 
account,  the  principle  of  debiting  and  crediting,  and  the  method  of  bal- 
ancing. Teach  pupils  to  do  neat  ruling  and  to  keep  the  columns  of 
figures  straight. 

SEVENTH  MONTH. 

PERSONAL  ACCOUNTS. — Personal  accounts,  merchandise  accounts,  and 
the  daybook. 

EIGHTH  MONTH. 

REVIEW. — Review  work  of  the  year,  giving  special  attention  to  busi- 
ness correspondence. 

PHYSIOLOGY.— Seventh  and  Eighth  Years. 

NOTE. — See  note  at  head  of  First  and  Second  Year  Physiology, 
page  25. 

FOURTH  MONTH. 

Review  work  of  lower  grades.  Go  more  into  detail  than  was  done 
in  the  lower  grades. 


PHYSIOLOGY-SEVENTH  AND  EIGHTH  YEARS.  105 

BONES. — Uses  and  forms,  composition,  structure,  growth,  repair; 
bones  of  head,  of  trunk,  perfection  of  the  spine.  How  the  skull  articu- 
lates; ribs;  bones  of  the  upper  and  lower  limbs.  Give  special  attention 
to  structure  of  hand.  Diseases  and  deformities  of  bones. 

MUSCLES. — Use,  contractility,  arrangements,  kinds,  structure,  tendons. 

EXERCISE. — Necessity  for,  time,  kinds  of,  diseases  of  muscle. 

SKIN. — Structure,  complexion.  Hair.  Nails.  Mucous  membrane, 
structure,  fat.  Teeth — kinds,  structure,  diseases  of,  preservation  of.  Oil 
and  perspiratory  glands,  perspiration.  Hygiene  of  skin,  bathing,  dis- 
eases of  skin. 

FIFTH  MONTH. 

ORGANS  OF  RESPIRATION. — Structure  of.  Capacity  of  lungs.  Need 
of  air.  Action  of  air  in  lungs.  Ventilation,  necessity  for.  How  venti- 
late. Diseases  of  organs  of  respiration. 

ORGANS  OF  THE  VOICE. — Larynx,  vocal  cords,  speech,  vocal  sounds. 

BLOOD. — Composition  and  uses,  coagulation. 

HEART. — Movements  and  structure. 

ARTERIES,  VEINS,  CAPILLARIES. — Structure  compared.  Circulation, 
lesser,  greater. 

HEAT  OF  BODY. — Distribution,  and  regulation  of. 

LYMPHATIC  CIRCULATION. — Diseases  of  circulation,  congestion,  inflam- 
mation, bleeding. 

ALCOHOL. — How  made,  varieties  and  properties  of,  destructive  to  ani- 
mal and  plant  life.  Effects  of,  upon  circulation,  heat,  membranes,  blood, 
lungs. 

SIXTH  MONTH. 

FOOD. — Necessity  for,  does  what,  kinds  needed. 

DIGESTION. — Object  of,  general  plan  of.  Mastication  and  insaliva- 
tion.  Gastric  digestion.  Intestinal  digestion.  Absorption.  Food,  kinds 
of,  considered.  Coffee  and  tea.  Cooking.  Quantity  and  kinds  of  food 
under  different  conditions.  Diseases  of  digestive  organs.  Alcohol, 
relation  to  digestion,  effects  upon  liver,  kidneys.  Does  alcohol  impart 
heat  and  strength?  Alcohol  appetite. 

NERVOUS  SYSTEM. — Structure  of  brain,  cerebrum,  cerebellum,  spinal 
cord;  nerves — spinal,  cranial. 

SYMPATHETIC  SYSTEM. — Crossing  of  cords,  reflex  action,  brain,  exer- 
cise necessary,  sleep  necessary,  sunlight. 

ALCOHOL. — Effects  upon  nervous  system,  four  stages  of,  upon  brain, 
influence  upon  mental  and  moral  powers. 

TOBACCO. — Physiological  effects  of,  influence  upon  youth. 
SEVENTH  MONTH. 

SPECIAL  SENSES. — Touch,  description,  uses.  Taste,  uses  of.  Smell, 
structure  of  organ,  uses.  Hearing,  structure  of  ear.  Sight,  structure  of 
eye.  Care  of  eyes  and  ears.  Value  of  health.  Disease,  prevention  of, 
cure  of.  Arrangement  and  care  of  sickroom. 

WHAT  TO  Do  IN  EMERGENCIES. — Burns,  cuts,  wounds,  nose  bleed, 
sprains,  cholera  morbus,  croup,  fits,  concussion  of  brain,  choking,  sun- 
stroke, drowning.  Antidotes  to  poisons.  Reviews. 


106  GEOGRAPHY— SEVENTH  YEAR. 

GEOGRAPHY. 

ALTERNATION. — Geography  of  seventh  and  eighth  years  should  alter- 
nate in  country  schools  so  as  to  reduce  the  number  of  recitations. 
During  1903-4  study  eighth  year  geography;  during  1904-5  study  seventh 
year  geography,  and  so  continue  to  alternate  from  year  to  year. 

THE  PLAN. — A  complete  course  in  secondary  geography  is  given  in 
the  seventh  and  eighth  years,  the  work  of  the  two  years  alternating.  The 
continents  and  the  more  important  countries  will  be  studied  in  detail,  in 
such  a  way  as  to  give  the  student  an  intelligent  outlook  on  the  world,  even 
if  he  should  not  be  able  to  take  more  advanced  work  upon  the  subject. 
To  bind  the  widely  diverse  areas  into  a  related  whole  no  better  working 
principle  can  be  found  than  climate;  and  climate  must  be  understood  as 
being  determined  (a)  by  latitude;  (b)  by  the  general  atmospheric  circu- 
lation; (c)  by  the  relief  of  the  land;  (d)  by  the  distribution  of  the  land  and 
water  areas  over  the  earth.  These  fundamental  factors  will  then  be  seen 
to  be  persistent  agents  in  determining  the  distribution  of  plant  and  ani- 
mal life,  fixing  the  character  of  people  and  the  trend  of  their  industrial 
interests. 

A  great  deal  of  attention  will  be  given  to  graphic  expression.  Base 
maps  will  be  constantly  used  by  each  pupil  for  the  entry  of  distribution 
areas,  the  series,  approved  by  the  teacher,  accumulating  into  a  book,  the 
property  of  the  pupil  who  has  made  it.  Much  free-hand  sketching  will 
be  done,  and  before  the  end  of  the  course  every  student  should  be  able  to 
draw  rapidly  free-hand  memory  outline  maps  of  all  the  continents,  and  all 
the  states  of  our  union,  and  enter  the  more  important  facts  of  distribution, 
having  critical  latitudes  and  longitudes,  prevailing  winds,  chief  mountain 
axes,  drainage  basins  and  low  plains  clearly  shown. 

FIRST  MONTH. 

MATHEMATICAL  GEOGRAPHY. — The  earth  as  a  member  of  the  Solar  Sys- 
tem. The  following  list  of  concepts  to  be  learned  accurately,  and  much 
drill  on  them,  making  graphic  every  one  possible. 

1.  MATHEMATICAL  CONCEPTS. — Point;  line;  plane;  circle;  radius;  diam- 
eter; circumference;  arc;  ellipse;  major  axis;  angle:  acute,  right,  obtuse; 
solid;  sphere;  axis;  pole;  oblate  spheroid;  equator;  great  circle;  small  cir- 
cle; parallel;  rotation;  revolution;  meridian  circle;  meridian. 

2.  THE  FORM  OF  THE  EARTH. — Proofs  of  the  earth's  shape;  (1)  circu- 
lar horizon;  (2)  section  of  the  earth's  shadow  on  the  moon;  (3)  ships  at 
sea;  (4)  circumnavigation;  (5)  altitude  of  stars;   (6)  the  pendulum;  (7) 
the  earth  is  in  rotation. 

3.  THE  EARTH'S  ROTATION. — Proofs  of;  (1)  rising  and  setting  sun  and 
stars;  (2)  a  ball  dropped  from  a  tall  tower;  (3)  Foucault's  pendulum;  (4) 
circulation  of  the  atmosphere  and  ocean. 

4.  REVOLUTION  OF  THE  EARTH  ABOUT  THE  SUN. — Proofs.    Terms;  orbit; 
plane  of  ecliptic;  perihelion;  aphelion;  summer  solstice;  winter  solstice; 
vernal  equinox;  autumnal  equinox. 

5.  INCLINATION  OF  THE  Axis. — Amount  of  inclination;  parallelism  of 
axis. 


GEOGRAPHY-SEVENTH  YEAR.  107 

6.  LENGTH  OF  DAYS. — Twilight  circle;  reason  for  long  days  of  sum- 
mer; longest  possible  day. 

7.  CHANGE  OF  SEASONS. — Due  to  (1)  inclination;  (2)  parallelism;  (3) 
revolution.    Migration  of  vertical  and  tangential  rays;  arctic  circle;  ant- 
arctic circle;    equator;    tropic  of  cancer;  tropic  of  Capricorn;  the  zones 
and  their  limits. 

8.  LATITUDE  AND  LONGITUDE. — Location  of  places.     Longitude  and 
Time.     See  arithmetic,  eighth  month,  eighth  year,  page  128.     The  inter- 
national date  line. 

SECOND  MONTH. 

THE  GENERAL  ATMOSPHERIC  CIRCULATION. — The  circulation,  caused 
by  unequal  heating,  illustrated  on  a  coral  island;  applied  to  the  earth  as 
a  unit.  The  zones  of  wind;  the  doldrum  belt;  the  N.  E.  trade  winds; 
the  S.  E.  trade  winds;  the  zones  of  tropical  calms  (horse  latitudes);  the 
two  zones  of  prevailing  westerlies;  the  oceanic  circulation  (derived  from 
the  atmospheric  circulation),  its  streams  and  drifts,  warm  or  cold. 

NORTH  AMERICA. — Use  a  topical  outline,  thus  assembling  the  facts  in 
a  related  way,  the  fundamental  and  causal  facts  first.  To  the  recitation 
on  this  outline  may  be  brought  all  the  knowledge  gained  by  teacher  and 
class  from  whatever  source,  thus  liberating  teacher  and  pupil  from 
slavery  to  a  text.  Many  texts  may  be  used  simultaneously  in  the  same 
class. 

TOPICAL   OUTLINE   GENERALIZED. 

1.  LOCATION  AND  RELATIVE  SIZE. — Extreme  latitudes  and  longitudes; 
comparative  latitudes;  area  compared  with  other  continents;  area  as  a 
fraction  of  the  land  surface  of  the  earth;  direction  and  distance  from  ad- 
jacent continents. 

2.  SURFACE  FEATURES. — Primary  mountain  axis  and  highlands;  sec- 
ondary axes  and  highlands;  the  great  lowlands;   the  drainage  basins; 
coast  features. 

3.  CLIMATE. — Inter-tropical    climate;     regions    of    constant    rains; 
regions  of  rainy  summers  and  dry  winters;  rainfall  on  highlands  in  the 
path  of  the  trades;  the  normal  desert  zone  from  23^°  to  30°  latitude; 
prevailing  westerlies;  mountain  barriers  in  paths  of  prevailing  westerlies; 
temperature  zones. 

4.  LIFE. — The  ice  deserts;    the  tundras;    the  great  forests;    the 
cereal  areas;  grassy  plains;  deserts;  wild  life  of  the  waters;  of  grassy 
plains;  of  forests.     Native  peoples;  present  distribution  of  races  of  men. 

5.  INDUSTRY  AND  COMMERCE. — Brief  topical  treatment  of  the  chief  in- 
dustries; commercial  advantages  as  related  to  the  rest  of  the  world;  com- 
mercial centers. 

6.  SOCIAL   ORGANIZATION. — The  political   states;  capitals;   forms  of 
government;  condition  of  education;  culture  and  religion. 

7.  MISCELLANY. 

NORTH  AMERICA. — Treat  North  America  as  a  unit  down  to  section 
5  of  the  outline.  Then  give  a  brief  time  to  Alaska  and  the  British  pos- 
sessions, amplifying  sections  5  and  6. 


108  GEOGRAPHY— SEVENTH  YEAR. 

THIRD  MONTH. 

THE  UNITED  STATES. — Treat  very  briefly,  as  a  unit,  under  sections  5 
and  6. 

MEXICO,  CENTRAL  AMERICA  AND  THE  ISLANDS. — Amplify  sections  5  and 
6.  (For  an  example  of  the  general  outline  adapted  to  a  small  region  and 
amplified.  See  under  the  Fifth  Month. 

FOURTH  MONTH. 
SOUTH  AMERICA. — Follow  the  Topical  Outline. 

FIFTH  MONTH. 

EURASIA. — Follow  the  topical  outline  on  Eurasia  as  a  unit  down  to 
section  4. 

THE  BRITISH  ISLES. — In  taking  up  smaller  regional  units,  follow  the 
entire  topical  outline  adapting  it  to  the  region  studied. 
The  following  amplification  is  given  as  an  example: 

TOPICAL   OUTLINE — THE   BRITISH    ISLES. 

1.  LOCATION  AND  RELATIVE  SIZE. — Between  lat.  50°  and  60°  (compare 
Labrador,  British  Columbia);  area  of  Great  Britain  compared  with  Illi- 
nois; of  England  with  Iowa;  of  Ireland  with  Indiana.     Superpose  trac- 
ings from  maps  of  equal  scale.     Location  with  reference  to  Europe;  sig- 
nificance of  the  English  channel  as  a  barrier.     Direction  and  distance 
from  New  York. 

2.  SURFACE  FEATURES. — Highlands  in  west  of   Great  Britain   and 
round  the  edge  of  Ireland.     Take  a  tracing  from  Longmans'  Atlas,  and 
color  a  bright  red  all  areas  above  1,500  feet.     Notice  what  a  large  pro- 
portion of  the  area  is  lowland.     Scotland  an  old  mountain  region,  worn 
down  flat,  then  uplifted  and  carved  by  rivers  and  glaciers,  then  sunk  and 
valleys  drowned.     England  and  Ireland  share  in  this  history.     The  strati- 
fied rocks  of  England  dip  down  under  the  channel  and  outcrop  in  Bel- 
gium and  France.     This  determines  the  place  of  coal,  of  rich  valleys,  of 
barren  moors. 

3.  CLIMATE. — In  a  high  latitude,  very  long  days  in  summer,  very  short 
in  winter.     In  the  prevailing  westerly  winds,  hence  climate  greatly  mod- 
erated by  a  warm  ocean.     Mild  winters  in  south  and  west.     Rainfall 
evenly  distributed  through  the  year — 100  inches  on  west  slopes  of  high- 
lands, 26  inches  at  Greenwich.     (Compare  with  this  state.)    High  percent- 
age of  cloudiness  and  humidity. 

4.  LIFE. — Conditions  of  rain  and   sun   invite   forests  and  grass. 
Discouraging  Indian  corn.     Oats  in  north  and  west;  wheat  in  the  east; 
fruits  in  the  south  valleys.     Domestic  animals:  Breeds  of  cattle,  horses, 
sheep,  dogs.     Origin  of  present  population:  Picts,  Scots,  Britons,  Romans, 
Angles,  Saxons,  Jutes,  Danes,  Norwegians,  Normans. 

5.  INDUSTRY  AND  COMMERCE. — Agriculture:  Areas  of  wheat,  oats,  flax. 
Cattle  breeding,  dairying,  sheep  raising.     Truck  farming.     The  fisheries. 
Coal  and  iron:  in  Scotch  lowlands;  North  England;  Wales.     Character  of 
mines,  value  of  output.     Influence  in  location  of  manufactures.     Steel 
ships  on  the  Clyde  and  the  Tyne.     The  textile  industry  (leading  cities), 


U.  S.  HISTORY-SEVENTH  YEAR.  109 

The  potteries.  Cutlery  and  other  hardware  (leading  cities).  The  tin  of 
Cornwall.  Commercial  centers:  Glasgow,  Aberdeen,  Edinburgh,  Liver- 
pool, Manchester,  Newcastle,  London,  Southampton,  Cardiff,  Queenstown. 

6.  SOCIAL  ORGANIZATION. — Form  of  the  British  Government.     The 
Empire.     The  King.     Parliament.     The  Colonies.    Connection  of  church 
and  state.     The  schools  and  universities. 

7.  MISCELLANY. — Places  of  scenic,  historic  or  literary  interest.     Ad- 
jacent islands.     Correlation  of  history  stories. 

SIXTH  MONTH. 

GERMANIC  EUROPE. — Norway,  Sweden  and  Denmark;  Holland  and 
Germany;  Switzerland.  Treat  this  group  in  the  three  units  as  shown, 
adapting  the  typical  outline  to  the  region  studied. 

SEVENTH  MONTH. 

ROMANCE  LANDS. — France  and  Belgium;  Spain  and  Portugal;  Italy. 
Adapt  the  general  outline,  and  apply  it  in  full  to  each  of  the  three  region. 

EIGHTH  MONTH. 

AUSTRIA-HUNGARY,  THE  BALKAN  STATES,  THE  LAND  OF  THE  SLAV. — 
Follow  the  adapted  outline  in  full  on  each  region. 


UNITED  STATES  HISTORY. 

NOTE. — Alternation:  Pupils  of  the  seventh  and  eighth  years  are  com- 
bined into  one  class  for  the  study  of  United  States  History.  They  begin 
the  seventh  year's  work  in  September,  1904,  and  each  alternate  year 
thereafter,  i.  e.,  in  September  of  the  even  numbered  years.  They  begin  the 
eighth  year's  work  in  September,  1903,  and  each  alternate  year  thereafter. 

THE  STUDY  OF  HISTORY. 

The  study  of  history  is  the  study  of  the  progress  of  the  race.  His- 
tory is  as  interesting  as  a  romance.  It  does  not  show  the  fantastic  plot  of 
some  fiction,  but  it  does  reveal  what  men  actually  have  done  in  given 
conditions.  In  the  course  of  time  other  men  come  into  view  under  changed 
conditions,  and  effects  are  changed.  Then,  in  history,  the  problem  of  in- 
terpreting "the  experience  of  the  past  into  foresight  for  the  future,"  is 
ever  new.  Yet,  there  is  a  constant  factor  to  be  traced  in  the  upward  trend 
of  events,  an  element  that,  often  hindered,  still  persists  in  its  working  for 
righteousness.  Men  differ,  surroundings  change,  the  human  element  is 
variable,  but  the  progress  of  the  race  is  sure.  Hence,  we  may  think  of 
the  co-operation  of  divine  and  human  agencies  to  produce  results  in  his- 
tory sometimes  so  startling  as  to  justify  the  expression  that  "truth  is 
stranger  than  fiction". 

VALUE. — This  study  is  not  only  quite  as  entertaining  as  the  reading 
of  fiction,  but  it  is  quite  as  stimulating  to  imagination  and  far  more 
'strengthening  to  memory  and  judgment.  Mathematics  does  not  surpass 
it  in  adaptation  to  reason,  nor  equal  it  in  culture  of  the  judgment.  It 
stimulates  desire  for  worthy  achievement  in  a  marked  degree,  making 
men  energetic  as  well  as  wise.  The  education  of  the  "heroic  age"  in  every 
nation  has  been  the  recounting  and  the  learning  of  the  noble  and  inspir- 


110  U.  S.  HISTORY— SEVENTH  YEAR. 

ing  words  and  works  of  its  great  men.  In  history,  youth  have  ideals  placed 
vividly  before  their  vision;  and  they  choose,  according  to  their  aptitude, 
the  best  examples  for  their  guidance  and  emulation. 

MOVEMENT. — The  course  of  human  events  is  not  one  of  uninter- 
rupted progress,  and  the  helpful  effect  of  a  nation's  intelligence  and  virtue, 
and  the  disaster  caused  by  its  immorality  may  "be  read  on  every  page". 
But  the  book  and  the  teacher  should  not,  by  dwelling  on  the  immorality 
too  much,  lift  it  into  a  degree  of  importance  and,  at  last,  of  respectability 
that  would  encourage  its  imitation  by  weaker  minds. 

Man's  life  on  the  earth  has  been  compared  to  the  current  of  a  river. 
Sometimes  it  sweeps  precipitously  onward  amid  and  over  obstructions; 
again,  its  course  is  tortuous  and  slow,  but  always  approaching  the  level 
of  the  mighty  ocean  into  which  it  flows.  Occasionally  there  are  swirls 
and  eddies,  as  well  as  bendings  which  confuse  the  restricted  observer 
who  seeks  to  prove  a  progressive  course;  but  ever  the  deep,  strong  current 
is  onward,  and  the  eddies  and  swirls  and  bends  but  show  the  strength  oi 
the  force  which  may  be  deflected  somewhat,  but  cannot  be  stopped. 

MATERIAL. — If  one  would  know  the  force  and  the  direction  of  a 
river  current,  he  must  observe  the  water  in  the  channel.  And  so  there  are 
real  historic  events  which  indicate  the  direction  and  force  of  the  thought 
of  a  people.  It  would  be  a  waste  of  time  for  a  novice  to  try  to  prove  the 
direction  and  power  of  the  main  current  from  the  nature  of  the  eddy.  I 
believe  that  there  are  many  events  recorded  in  the  books  which  have  an 
individual  significance  and  even  an  historic  meaning,  and  yet  they  have 
little  value  for  the  ordinary  student  of  history.  There  was  a  time  when 
some  periods  of  our  national  life  could  well  receive  more  attention  in  the 
books  of  history  than  can  be  given  wisely  to  their  study  in  school,  now. 
Historical  material  is  growing  rapidly,  and  the  best  book  of  history,  to- 
day, makes  the  wisest  selection  of  material,  and  gives  to  each  period  of 
development  its  proportionate  treatment  in  a  clear,  unbiased  way  which 
shows  the  real  significance  of  the  most  important  things. 

AIM. — It  is  the  significance  of  our  national  life  and  the  influence  of  its 
several  important  elements  that  we  seek  to  read  in  history.  When  the 
teacher  is  unable  to  read  the  real  meaning  in  the  event;  when  he  does  not 
even  think  that  there  is  any  purpose  in  the  study  of  history  except  to  be 
able  to  tell  what  and  where  some  things  were  said  and  done,  he  will  not  be 
able  to  teach  history.  And,  if  the  material  studied  be  not  of  primary 
importance,  the  results  cannot  be  the  best.  Certainly,  pupils  in  the 
grades  cannot  be  expected  to  make  a  formal  study  of  the  philosophy  of 
history;  but  the  teacher  should  know  the  purpose  of  the  study  of  history 
so  well,  and  be  able  to  conduct  the  work  so  wisely  that  the  pupil  may 
receive  valuable  training  of  the  judgment  without  being  aware  that  he  is 
doing  more  than  learning  an  interesting  narrative. 

What,  then,  should  be  the  aim  of  the  teacher,  and  what  subject- 
matter  should  he  encourage  his  pupils  to  study? 

Do  we  not  agree  that  the  aim  should  include  these  seven  things? 

1.  The  study  of  history  should  lead  the  pupil  into  such  orderly 


U.  S.  HISTORY-SEVENTH  YEAR.  Ill 

mental  procedure  that  the  habit  of  studying  it  in  a  methodical,  logical 
way  will  be  formed. 

2.  The  study  of  history  should  quicken  the  initial  interest  into  a  real 
love  for  the  study.     No  subject  is  well  studied  unless  the  interest  in  it 
grows. 

3.  The  cost  and  value  of  our  civilization  should  appear  so  clearly 
that  the  feeling  of  our  indebtedness  to  the  past  and  obligation  to  the 
future  will  arouse  in  us  a  love  of  country  and  of  race.     The  study  of  his- 
tory which  does  not  make  us  more  patriotic — better  citizens,  is  a  com- 
parative failure. 

4.  Even  those  who  do  not  believe  in  God  concede  a  persistent  force 
working  for  good  in  the  universe.     The  study  of  history  should  disclose 
the  moral  order  in  the  affairs  of  men,  and  the  blessings  of  humane  dispo- 
sition and  benevolent  purpose. 

5.  "The  mills  of  the  gods  grind  slowly,  but  they  grind  exceeding 
small,"  and  the  almost  irresistible  force  of  right  ideas  when  entertained  by 
many  minds  and  championed  by  great  leaders,  should  be  appreciated. 
The  leader  oftener  represents  than  makes  the  cause.     He  is  raised  into 
eminence,  like  a  statue  on  a  pedestal,  by  the  public  opinion  which  sus- 
tains him. 

6.  The  fact  that  the  institutional  life  of  a  nation  shows  the  spirit  of 
that  nation  and  records  its  history,  should  be  taught.     By  an  institution, 
we  understand  an  agency  or  any  organization  or  arrangement  of  parts 
and  forces  to  do  a  particular  work.     The  school,  the  church,  the  hospital, 
the  election,  the  post-office,  etc.,  are  institutions.     A  clear  understanding 
of  our  form  of  government  should  be  gained  with  the  study  of  history. 

7.  Never  to  be  overlooked  is  the  aim  of  securing  in  the  pupil  the 
power  of  perceiving  the  essentials  among  numberless  events  and  causes, 
and  the  ability  to  interpret  the  lessons  which  these  essentials  teach. 

History,  or  any  other  study,  should  not  be  taught  in  the  public 
schools  as  though  it  were  the  only  branch  of  instruction  for  the  pupil 
to  study.  It  is  only  one  of  several  branches,  the  special  idea  of  which, 
rather  than  the  exhaustive  detail,  he  is  to  master.  Hence,  the  subject- 
matter  must  be  limited.  Perhaps,  no  text-book  on  United  States  History 
contains  the  best  material  for  the  pupil,  and  nothing  more.  Every  one 
of  the  histories  published  is  designed  to  furnish  material  to  meet  the 
wants  of  all  the  schools,  and  the  teacher  is  expected  to  select  the  topics 
that  are  more  important  for  his  class,  and  designate  the  material  that  has 
less  value.  The  Course  of  Study  is  a  help  in  making  the  selection  of 
topics.  It  can  not  displace  the  class  use  of  a  good  text-book  nor  the 
books  of  collateral  reading  or  of  reference.  The  value  to  the  whole  class 
of  preparing  a  definite  assignment  of  school  work,  is  too  great  to  be  neg- 
lected. Beyond  this,  bright  pupils  can  be  encouraged  to  any  desired 
extent.  The  growing  school  library  can  be  used  with  great  profit. 

This  revision,  undertaken  at  a  late  date  by  a  substitute  for  the  reviser 
first  selected,  is  not  a  radical  change  of  the  former  outline.  Good  reasons 
forbid  that;  and  the  reviser  wishes  to  say  that  helpful  notes  on  that  out- 
line, by  Prof.  Henry  Johnson,  of  the  Eastern  Illinois  Normal  School,  and 


112  U.  S,  HISTORY— SEVENTH  YEAR. 

by  Prof.  Geo.  W.  Smith,  of  the  Southern  Illinois  Normal  University,  have 
been  published  by  The  School  News,  of  Taylorville,  111. 

No  particular  text-book  is  required  by  this  course.  Several  good 
books  have  been  examined,  and  they  have  furnished  material  for  the 
topics.  I  may  mention  here,  so  that  it  need  not  be  repeated,  the  follow- 
ing works  on  United  States  History: 

Channing's  Short  History  and  his  Student's  History,  Macmillan  Co.; 
Barnes's  School  History  and  McMaster's  School  History,  American  Book 
Co.;  New  Era  History,  Eaton  &  Co.;  Montgomery's  Leading  Facts  of 
American  History,  Grinn  &  Co.;  Mowry's  History,  Silver,  Burdett  &  Co.; 
Thomas's  History,  D.  C.  Heath  &  Co.;  McLaughlin's  History  of  the  Amer- 
ican Nation,  D.  Appleton  &  Co.  Others,  no  doubt,  may  be  found  well 
adapted  for  study  with  this  outline.  For  reading  and  reference,  Hart's 
Source  Readers,  Numbers  1,  2  and  3,  and  Hart's  Source  Book  of  American 
History,  Macmillan  Co.;  and  Ellis's  Library  of  American  History,  Mallory, 
Hood  &  Co.,  will  be  found  interesting  and  useful.  Number  5,  series  1, 
of  "The  Normal  School  Quarterly"  (Normal)  is  an  article  on  The  Tariff 
Question  in  American  History,  by  Prof.  0.  L.  Manchester.  It  is  a  valua- 
ble resume. 

THE  PLAN. — Leading  topics  are  outlined  for  each  month.  These  are 
printed  in  small  capitals  as  side  headings. 

Under  these  are  sub-topics  which  are  arranged  so  far  as  convenient, 
in  chronological  order. 

Following  this  is  a  review  to  occupy  about  two  days  at  the  close  of 
the  month. 

The  last  day  of  the  month  is  designed  for  the  written  examination  of 
the  county  superintendent  of  schools.  He  sends  directions  with  ques- 
tions. If  questions  are  not  received,  the  teacher  should  make  a  list. 

History  cannot  be  taught  well  without  the  aid  of  geography.  Fur- 
ther, let  the  value  of  the  eye  in  noting  position,  distance  and  relative  di- 
rection as  an  aid  to  understanding  and  memory,  be  used  whenever  help- 
ful. Maps  and  charts  should  be  in  constant  use.  If  the  pupil  makes 
them,  they  have  an  added  value  to  him. 

The  idea  of  government  is  fundamental  in  history.  It  is  said  that 
history  is  the  record,  not  of  trivial  things,  nor  of  important  affairs  of  only 
individual  bearing,  but  of  community  or  institutional  life.  But  there 
can  be  no  institution,  no  organization  without  law  and  government.  We 
do  not  know  our  national  history  unless  we  know  the  principles  of  our 
government,  and  the  forms  in  which  these  operate.  In  the  plan  of  alter- 
nation, the  eighth  year's  work  in  history  is  taken  while  the  work  in  civics 
is  done.  To  help  some  seventh  year  pupils,  a  list  of  topics  in  elementary 
civics,  prepared  mainly  by  Supt.  U.  J.  Hoffman,  follows  the  outline  for 
each  month  in  the  history  of  the  seventh  year.  These  topics  do  not 
require  separate  time  for  recitation.  The  teacher  can  use  them  at  conve- 
nient time  as  complementary  work. 

FIRST  MONTH. 

While  the  period  of  discovery  and  exploration  is  a  part  of  European 
history,  it  is  introductory  to  our  own,  and  in  it  we  should  learn  (1)  the 


U.  S.  HISTORY— SEVENTH  YEAR.  113 

motives  and  the  degree  of  success  of  the  individuals  and  nations  engaged 
in  them,  (2)  what  nations  claimed  territory  and  why,  (3)  what  effect  each 
had  on  our  development,  and  (4)  how  England  came  to  have  so  much  of 
it.  In  the  case  of  discoveries  and  explorations,  names  and  dates  are  im- 
portant; but  more  important  are  the  reasons  why  some  of  these  lead  to 
settlements. 

PREPARATORY  TOPICS. — Something  must  be  known  about  the  condi- 
tion of  the  leading  countries  of  Europe  at  the  close  of  the  fifteenth  century 
as  preparation  for  this  study.  The  influence  of  the  printing  press;  the 
revival  of  learning;  the  development  of  navigation;  and  religious  perse- 
cutions affect  the  exploration  and  settlement;  and  so  do  the  physical 
features  of  this  country  and  the  character  and  customs  of  the  Indians. 
This  study,  with  that  of  the  voyages  of  the  Norsemen,  Columbus,  the 
Cabots,  Vespucci,  Balboa  and  Magellan,  with  charts  of  the  voyages,  will 
fill  the  time  of  the  first  month. 

SUMMARY. — 1.  Commercial  activity  of  western  Europe.  2.  Social, 
political,  and  religious  condition  of  western  Europe.  3.  Columbus's 
preparation  for  his  great  undertaking.  4.  Rivalry  between  Spain  and 
Portugal.  5.  England's  lethargy  and  awakening. 

ELEMENTARY  Civics. — What  is  government?  Why  is  it  necessary? 
What  is  arbitrary  government, — self-government?  Are  all  people  capa- 
ble of  self-government?  What  is  the  elementary  form  of  government? 
When  does  the  father  become  a  chief,  and  when  does  the  chief  become  a 
king?  Organize  the  school  into  a  society  for  Friday  afternoon  exercises. 
Elect  a  president  and  secretary.  Appoint  a  committee  on  constitution. 
Frame  and  adopt  a  constitution  and  rules.  Let  the  president  appoint  a 
program  committee,  etc.,  and  you  will  have  an  example  of  the  necessity 
for  law  and  for  officers  to  enforce  it. 

REVIEW.     EXAMINATION. 

SECOND  MONTH. 

SPANISH  DISCOVERIES  AND  EXPLORATIONS. — In  the  West  Indies.  Ponce 
de  Leon  in  Florida.  Balboa  claims  the  Pacific  Ocean  and  its  bordering 
lands  for  Spain.  Narvaez's  attempted  conquest.  De  Soto's  discovery. 
Conflict  of  the  Spaniards  with  Huguenots  in  Florida. 

FRENCH  DISCOVERIES  AND  EXPLORATIONS. — Jaques  Cartier  on  the  St. 
Lawrence.  Jean  Ribaut  settles  Port  Royal  under  patronage  of  Admiral 
Coligny.  Champlain  on  the  St.  Lawrence. 

ENGLISH  DISCOVERIES  AND  EXPLORATIONS. — Discoveries  of  the  Cabots. 
Later  English  inactivity.  Frobisher's  search  for  a  northwest  passage. 
Drake's  purpose  to  sail  on  the  Pacific.  His  remarkable  voyage.  Raleigh's 
attempt  to  settle  Roanoke. 

THE  DUTCH. — Their  claim  to  New  Netherlands  based  on  Hudson's 
explorations.  His  hope  of  reaching  the  Pacific. 

NORTH  AMERICA. — Comparative  extent.  Soil.  Productions.  Climate. 
Original  inhabitants — their  number,  dwellings,  occupation,  implements, 
government,  customs  and  religion. 

REFLECTIONS. — On  the  effect  of  the  discovery  of  America.  It  in- 
creased men's  knowledge — especially  of  the  earth's  form,  forces  and  value. 


114  U.  S.  HISTORY-SEVENTH  YEAR. 

It  enlarged  the  field  of  men's  effort,  stimulated  their  activity,  and  in- 
creased their  power  over  the  forces  of  the  earth.  It  added  to  the  com- 
forts of  living,  and  broadened  the  general  views  of  human  powers  and 
common  rights. 

SUMMARY. — 1.  Spain's  explorations  were  in  the  south.  2.  England's 
most  important  were  in  the  central  eastern  part.  3.  France's  in  the  St. 
Lawrence  valley  and  eastern  part  of  Florida.  4.  The  New  World  as 
found  by  Europeans.  5.  Reflections. 

ELEMENTARY  Civics. — Monarchy;  absolute  and  limited.  The  govern- 
ment with  which  Columbus  had  to  deal.  That  with  which  Raleigh  and 
John  Smith  had  to  deal.  How  a  monarch  is  able  to  do  all  the  work. 
Explain  the  work  of  the  ministry,  parliament.  Difference  between 
"House  of  Lords"  and  "House  of  Commons". 

REVIEW.    EXAMINATION. 

THIRD  MONTH. 

NOTE. — In  studying  the  period  of  colonization,  pupils  should  have 
an  outline  of  the  eastern  part  of  our  country,  and  complete  the  map  as 
the  study  of  settlement  proceeds.  They  should  be  particular  to  note  the 
growth  of  institutions;  as  the  family,  the  school,  the  church,  the  indus- 
tries, and  government.  They  should  mark  the  difference  between  the 
English  and  the  colonial  idea  of  the  nature  and  purpose  of  a  colony. 

THE  ENGLISH. — Aid  to  colonization.  Efforts  of  Gosnold.  King 
James  grants  a  charter  to  make  settlements. 

VIRGINIA. — 1607.  Provisions  of  the  charter.  The  London  company. 
The  Plymouth  company.  Settlement  of  Jamestown.  Sufferings.  John 
Smith.  Culture  of  tobacco.  First  general  assembly,  1619.  Importance 
of  it.  Slavery.  Change  in  form  of  government.  The  Cavaliers.  Gover- 
nor Berkeley.  Navigation  laws.  Bacon's  Rebellion. 

MARYLAND. — 1634.  Given  to  Lord  Baltimore.  Objects  in  founding 
the  colony.  Religious  toleration  and  subsequent  persecution.  Other 
troubles.  Mason  and  Dixon's  line. 

NEW  YORK. — 1613.  Hudson's  expedition.  Dutch  occupancy  of  the 
Hudson  Valley.  Patroons.  The  Dutch  governors.  Transfer  to  the  Duke 
of  York. 

SUMMARY. — 1.  Basis  of  claims  to  this  territory.  2.  Charter,  and  sub- 
sequent changes  in  government.  3.  Sufferings  of  the  colonists.  4.  The 
curse  of  slavery  and  of  intolerance.  5.  Tyranny  of  Berkeley.  6.  The 
Dutch  in  the  New  World. 

ELEMENTARY  Civics. — Explain  the  London  company;  the  nature  of  a 
charter.  Learn  about  the  Virginia  charters,  royal  government  in  Virginia, 
and  the  proprietary  government  in  Maryland.  Note  the  degree  of  self- 
government  allowed  in  the  colonies.  Republic.  How  it  differs  from  a 
monarchy. 

REVIEW.    EXAMINATION. 

FOURTH  MONTH. 

MASSACHUSETTS. — 1620.  Failure  of  the  Plymouth  company  to  make 
a  settlement  on  coast  of  Maine  in  1607.  New  grant  obtained  in  1620. 


U.  S.  HISTORY— SEVENTH  YEAR.  US 

Lack  of  success  in  colonization.  Religious  condition  in  England  at  this 
time.  Church  of  England.  Puritans.  Non-conformists.  Separatists. 
Pilgrims.  Mayflower  compact.  Founding  of  Plymouth.  Greatness  of 
the  Pilgrims.  Form  of  government.  Massachusetts  Bay  colony.  Salem. 
Boston.  Religious  disturbances.  Public  schools.  The  United  Colonies 
of  New  England.  The  object.  King  Philip's  War.  Conflict  with  royalty. 
Result. 

RELATION  BETWEEN  NEW  HAMPSHIRE  (1623)  AND  MASSACHUSETTS. — 
Grant  to  Gorges  and  Mason.  Settlements  at  Dover  and  Portsmouth. 
Division  of  the  territory.  Union  with  Massachusetts. 

CONNECTICUT. — 1635.  Contest  between  Dutch  of  New  York,  and 
English  of  Massachusetts  for  possession.  Settlement  of  Hartford,  Wind- 
sor, Wethersfield,  and  Saybrook.  Pequot  War.  Connecticut  constitu- 
tion. New  Haven  colony.  Conflict  with  royalty.  Charter  Oak. 

SUMMARY. — 1.  Why  did  the  Plymouth  company  fail  of  success?  2. 
Distinction  of  terms.  3.  Pilgrims'  purchase  of  merchants'  shares  in 
Plymouth  colony.  4.  Intolerance  in  colonies  of  Massachusetts.  5.  Edu- 
cation. 6.  New  England  Confederacy.  7.  Conflict  with  royalty.  8. 
Relation  between  New  Hampshire  and  Massachusetts.  9.  Contest  be- 
tween Dutch  and  English  for  territory  of  Connecticut.  10.  Charter  oak. 

ELEMENTARY  Civics. — The  Mayflower  compact.  The  Massachusetts 
charter.  The  New  England  town.  The  town  in  Illinois  to-day.  The 
town  meeting.  Duties  of  supervisors.  Town  clerk.  Assessor.  Collec- 
tor. Highway  commissioner.  Justice  of  the  peace.  Constable.  Explain 
"federal  government".  The  United  Colonies  of  New  England,  1643. 
What  were  Roger  Williams's  ideas  about  the  right  to  vote?  Are  they  held 
now?  Why  did  the  people  of  Connecticut  value  their  charter  so  highly? 

REVIEW.     EXAMINATION. 

FIFTH  MONTH. 

RHODE  ISLAND. — 1636.  Williams's  banishment,  and  the  settlement  of 
Providence.  Religious  toleration.  Settlements  at  Portsmouth  and  New- 
port. The  charter. 

DELAWARE. — 1638.  Settlement  by  Swedes.  Conquest  by  the  Dutch, 
and  then  by  the  English.  Sold  to  Penn.  Secured  separate  legislature. 
Was  first  state  to  adopt  the  constitution  of  the  United  States. 

THE  CAROLINAS. — 1663.  The  grant  of  Charles  II.  The  settlement 
of  Charleston.  Character  of  the  colonists.  The  Grand  Model.  Cause 
of  its  failure.  Division  of  territory.  Culture  of  rice,  indigo,  cotton. 

NEW  JERSEY. — 1617.  Dutch  claim  of  the  territory  between  the  Hud- 
son and  the  Delaware  Rivers.  Possession  taken  by  English,  and  settle- 
ment made  at  Elizabethtown.  Purchase  by  Friends.  Change  in  form 
of  government. 

PENNSYLVANIA. — 1682.  The  grant  to  Penn.  Foxmding  of  Philadel- 
phia. Religious  and  political  freedom — basis  of  government.  Treaty 
with  the  Indians.  Early  importance  of  Philadelphia. 

GEORGIA. — 1733.  Oglethorpe's  patriotic  and  benevolent  design. 
Character  of  the  settlers.  Savannah.  Silk  culture.  Restrictions  on  the 
colony.  Surrender  of  charter. 


116  U.  S.  HISTORY— SEVENTH  YEAR. 

THE  FRENCH  IN  AMERICA. — New  France.  Acadia.  Louisiana  explor- 
ations of  Joliet  and  Marquette.  La  Salle  finishes  their  work.  Founding 
of  Mobile  and  New  Orleans  by  the  French. 

CLAIMS  TO  TERRITORY.  —English  hold  the  Atlantic  coast  from  Maine 
to  Florida.  Their  claims  extend  west  to  the  Mississippi  River.  Span- 
iards hold  Florida,  the  West  Indies,  Mexico  and  the  majority  of  Central 
and  South  America.  French  hold  the  St.  Lawrence  River  and  adjacent 
territory;  the  country  near  the  Great  Lakes;  and  the  Mississippi  Valley, 
and  east  to  the  Alleghany  Mountains.  The  Dutch  and  Swedes  have  been 
dispossessed  by  the  English. 

SUMMARY. — 1.  Growth,  of  the  "Liberty  of  Conscience".  2.  Attempt 
to  found  New  Sweden.  3.  Failure  of  Locke's  Feudal  system.  4.  Indus- 
tries of  the  Carolinas.  5.  Popular  government  in  Pennsylvania.  6. 
Growth  of  a  great  city.  7.  Plan  of  Oglethorpe.  8.  Restrictive  laws  in 
Georgia.  9.  Activity  of  the  French. 

ELEMENTARY  Civics. — What  are  the  co-ordinate  departments  of  our 
government?  What  constitutes  the  first?  The  second?  The  third?  Why 
is  it  well  to  have  three  independent  departments  in  government?  Who 
make  law?  Who  enforce  it?  Who  say  whether  a  law  is  constitutional 
or  not?  Who  decide  whether  or  not  a  law  has  been  violated? 

REVIEW.     EXAMINATION. 

SIXTH  MONTH. 

INTERCOLONIAL  OR  FRENCH  AND  INDIAN  WARS. 

KING  WILLIAM'S  WAR. — 1689-1697.  Cause.  Attacks  on  the  colon- 
ists at  Schenectady,  Haverhill,  and  by  the  colonists  at  Port  Royal,  Acadia. 

QUEEN  ANNE'S  WAR. — 1702-1713.  Cause.  Attacks  on  colonists  at 
Deerfield  and  exposed  frontier.  Recapture  of  Port  Royal  by  colonists, 
and  expedition  against  Quebec. 

KING  GEORGE'S  WAR. — 1744-1748.  Capture  of  Louisburg.  Results 
of  this  victory. 

FRENCH  AND  INDIAN  WAR. — 1754-1763.  Cause.  Encroachments  of 
French  on  the  Ohio.  Governor  Dinwiddie's  message.  Washington's 
journey.  Results.  Convention  at  Albany.  Braddock's  effort  to  drive 
out  the  French.  English  capture  of  New  Brunswick.  Pitt.  The  Eng- 
lish capture  Fort  Duquesne.  Fall  of  Quebec.  Conditions  in  treaty. 
Results  of  these  wars. 

GENERAL  REVIEW. — 1.  Name  the  thirteen  colonies.  2.  Distribution 
of  population.  3.  Social  life  in  the  different  colonies.  4.  Education, 
manners  and  customs  of  the  people.  5.  Material  improvements — roads, 
bridges,  public  buildings,  etc.  6.  Manufactures  and  commerce.  Pro- 
ducts imported  and  exported.  7.  Forms  of  colonial  government.  8. 
How  laws  were  made.  9.  Interference  in  domestic  affairs  by  the  English 
government. 

ELEMENTARY  Civics. — What  work  does  our  Congress  do?  What  is 
the  Senate?  The  House  of  Representatives?  How  many  senators  from 
a  state?  How  are  they  chosen?  How  long  is  a  senatorial  term?  What 
has  the  Senate  to  do  in  making  treaties?  What  has  it  to  do  in  the  ap- 


U.  S.  HISTORY-SEVENTH  YEAR.  117 

pointment  of  officers  to  aid  the  President?     How  are  representatives 
chosen?     How  long  is  their  term?     How  is  a  law  made?     How  may  a 
proposed  law  be  defeated? 
REVIEW.    EXAMINATION. 

SEVENTH  MONTH. 

CONTROVERSY  WITH  ENGLAND. — Population.  Commerce.  Navigation 
laws.  Taxation.  Resistance  of  colonists.  Repeal  of  Stamp  Act.  New 
taxes.  Troops  quartered  at  Boston.  Military  governor  for  Massachusetts. 
First  Continental  Congress,  Sept.  5,  1774.  Its  important  action.  It  pro- 
vided that  another  be  held  in  May,  1775.  Let  pupils  make  a  list  of  the 
causes  of  the  Revolution,  disctissing  each  cause. 

ARMED  RESISTANCE. — Lexington  and  Concord.  Second  Continental 
Congress.  (The  membership  and  power  of  these  congresses  should  be 
known.)  Washington  appointed  commander-in-chief  of  army  around 
Boston.  Battle  of  Bunker  Hill.  Expedition  against  Quebec.  British 
evacuate  Boston.  Attack  on  Fort  Moultrie.  Declaration  of  Independ- 
ence. Washington's  campaigns  for  the  defense  of  New  York  and  Phila- 
delphia. Burgoyne's  invasion  and  defeat.  Help  from  France.  Valley 
Forge.  Monmouth.  Campaign  in  Rhode  Island.  Indian  massacres. 

SUMMARY. — 1.  Causes  of  the  war.  2.  Organization  and  work  of  the 
Continental  Congresses.  3.  The  Declaration  of  Independence.  4.  The 
struggle  for  Boston,  New  York  and  Philadelphia.  5.  Saratoga.  6.  Help 
from  France.  7.  Sufferings  of  American  army.  8.  Monmouth — the  last 
important  battle  on  northern  soil. 

HISTORICAL  Civics. — Study  the  conventional  government  of  the  Revo- 
lutionary period.  Explain  the  congress  of  that  time.  Where  and  when 
did  the  first  American  Congress — the  Stamp  Act  Congress — assemble? 
How  many  colonies  were  represented?  What  did  it  do?  When  and 
where  was  the  first  Continental  Congress  held?  How  and  for  what  pur- 
pose was  it  called?  Who  could  be  members?  What  did  it  do?  When 
and  where  was  the  second  Continental  Congress  held?  What  did  it  do? 
How  long  was  it  in  session? 

REVIEW.     EXAMINATION. 

EIGHTH  MONTH. 

WAR  CONTINUED — INVASION  OF  THE  SOUTH. — British  plan.  Capture 
of  Savannah.  Georgia  subdued.  Siege  and  surrender  of  Charleston. 
Partisan  warfare  in  the  Carolinas.  Arnold's  treason.  Greene's  campaign 
in  the  South.  Capture  of  the  British  at  Yorktown.  Treaty  of  peace. 
States  free,  but  not  united.  Weakness  of  Articles  of  Confederation  sub- 
mitted in  1777,  but  not  finally  ratified  until  1781;  and  limited  power  of 
congress.  Distressed  condition  of  country.  Shays's  Rebellion.  North- 
west Territory  a  bond  of  union.  The  constitutional  convention.  Its 
illustrious  membership.  Constitution  framed  and  adopted  by  the  people. 

UNDER  THE  CONSTITUTION.-  What  the  constitution  did  for  the  coun- 
try. Condition  of  agriculture,  manufactures,  commerce,  education,  social 
and  religious  life  in  1789.  Inauguration  of  Washington.  Problems 
before  the  new  government:  land  claims;  diplomatic  relations;  debts, 


118  READING-EIGHTH  YEAR. 

foreign  and  domestic;  Indian  troubles.  Jay's  treaty.  The  beginning  of 
political  parties.  Adams's  inauguration.  Trouble  with  France.  Alien 
and  Sedition  laws.  Election  of  Jefferson  by  House  of  Representatives. 
Purchase  of  Louisiana.  "Lewis  and  Clark's  expedition."  Embargo  Act. 
Importation  of  slaves  forbidden  by  congress  after  January  1,  1808. 

SUMMARY. — 1.  War  in  the  South.  2.  Arnold's  treason.  3.  Surren- 
der at  Yorktown.  4.  Treaty  of  peace.  5.  Articles  of  Confederation.  6. 
The  constitution.  Problems  before  the  new  government.  7.  Effect  of 
Jay's  treaty.  8.  Political  parties.  9.  Election  of  Jefferson.  10.  Pur- 
chase of  Louisiana.  11.  Embargo  Act.  12.  Forbidding  of  importation 
of  slaves. 

REVIEW  ON  ASSIGNED  TOPICS  OF  YEAR'S  WORK.      EXAMINATION. 


EIGHTH  YEAR. 


TEXT—  BOOKS.  —  Fifth  Reader,  Grammar,  Arithmetic,  Geography,  History, 

Physiology  and  Hygiene  and  Civics. 
READING.—  Fifth  reader  or  equivalent         HISTORY.—  Complete  administrations. 

etc- 


ARITHMETIC.—  Mensuration.  tlon 

WRITING.—  See  serenth  year.  GENERAL  EXERCISES.  —  Music,  Drawing: 

GEOGRAPHY.—  Europe,  Asia,  Africa,  United  Morals  and  Manners,  Agriculture,  House- 

States.  hold  Arts. 


READING. 

For  suggestions  and  directions  see  page  89.     Finish  Fifth  Reader. 

ADDITIONAL  READING. — Lowell's  Vision  of  Sir  Launfal  and  Other 
Poems,  Houghton,  Mifflin  &  Co.;  Lincoln's  Gettysburg  Speech,  Hough- 
ton,  Mifflin  &  Co.;  Emerson's  Fortune  of  the  Republic,  Houghton, 
Mifflin  &  Co.;  Scott's  Ivanhoe,  Ginn  &  Co.;  Burke's  American  Orations, 
Maynard,  Merrill  &  Co.;  Rolfe's  Selection's  from  English  History  in 
Prose  and  Verse,  Harper  Bros.;  Shakespeare's  Julius  Caesar,  American 
Book  Co.;  Shakespeare's  Merchant  of  Venice,  Houghton,  Mifflin  &  Co.; 
Webster's  Bunker  Hill  Orations,  Houghton,  Mifflin  &  Co. 


ORTHOGRAPHY. 

To  THE  TEACHER. — Read  "General  suggestions  to  teachers  on  page 
33  of  this  Course;  also  what  is  said  under  seventh  year  spelling  page  91. 

ALTERNATION. — Have  all  seventh  and  eighth  year  pupils  study  eighth 
year  spelling  during  1903-4,  seventh  year  spelling  during  1904-5,  eighth 
year  spelling  during  1905-6,  and  so  continue  to  alternate  from  year  to 
year. 

FIRST  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  ad,  to; 
ante,  before;  bi,  two;  con,  with;  de,  down. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
capt,  the  head;  ced,  ceaa,  to  go;  cent,  hundred;  ctt>,  citizen. 


ORTHOGRAPHY- EIGHTH  YEAR.  119 

4.  Syllable  defined;  spoken  syllable;  written  syllable;  two  purposes 
of  syllabication,  to  indicate  correct  pronunciation  (prevails  in  United 
States),  to  show  origin  of  words  (prevails  in  England);  initial  syllable, 
ultimate  or  final,  penultimate,  antepenultimate,  preantepenultimate. 

5.  "JD  is  silent  before  g  in  the  same  syllable."     Write  list  of  words 
to  illustrate. 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  ex,  out 
of;  in,  not;  intro,  within;  6b,  against;  post,  after. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
curr,  cura,  run;  dent,  tooth;  diet,  speak;  doc,  doct,  teach. 

4.  Accent,  primary  and  secondary;  general  principles  for  placing 
accent;  make  list  of  words  in  which  change  of  accent  AviU  make  a  change 
in  meaning. 

5.  "G  is  silent  before  m  orn  in  the  same  syllable."     Write  a  list  of 
words  to  illustrate. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  pro, 
for;  retro,  backward;  se,  aside;  sub,  under;  trans,  over. 

3.  Write  and  define  words  containing  the  following  Latin  roots:  fin, 
end;  firm,  strong;  fleet,  fle  bend;  flu,  flow. 

4.  Word,  simple,   compound;  primitive,    derivative;  monosyllable, 
dissyllable,  trisyllable,  polysyllable;  root,  prefix,  suffix,  affix. 

5.  "H  is  silent  when  it  follows  g  or  r  in  the  same  syllable."     Write 
list  of  words  to  illustrate. 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  prefixes:  vice, 
instead  of;  a,  without;  auto,  self;  epi,  upon;  micro,  small. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
grot,  pleasing;  greg,  herd  or  flock;  ject,  cast;  leg,  law. 

4.  "I  constituting  or  ending  an  unaccented  syllable  not  initial,  is 
always  short,  and  is  usually  short  even  in  initial  syllables,  if  unaccented." 
Write  list  of  words  to  illustrate. 

5.  "K  is  silent  before  n  in  the  same  syllable."     Write  list  of  words 
to  illustrate. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes:  aceous, 
having  quality  of;  al,  pertaining  to;  ance,  state  of  being;  ence,  state  of 
being;  ent,  that  which. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
ment,  mind;  mitt,  send;  norm,  rule;  pater,  patrt  father. 


120  GRAMMAR-EIGHTH  YEAR. 

4.  "E  before  terminal  n  should  always  be  silent  in  participles,  and 
also  in  most  other  words."     Write  list  of  words  to  illustrate.     Note  ex- 
ceptions. 

5.  "N  final  after  I  or  m  is  silent."     "Write  list  of  words  to  illustrate. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes:  fy,  to 
make;  He,  relating  to;  ine,  belonging  to;  ion,  act  of;  ite,  one  who  is. 

3.  Write  and  define  words  containing  the  following  Latin  roots:  port, 
carry;  rupt,  break;  scrib,  script,  write;  spec,  speet,  look. 

4.  "E  before  terminal  I  should  usually  be  sounded."     Write  a  list 
of  words  to  illustrate.     Note  exceptions. 

5.  "21  is  silent  before  ch  in  the  same  syllable."     Write  a  list  of  words 
to  illustrate. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  Write  and  define  words  containing  the  following  suffixes:    ory, 
place  where;  ous,  having;  ulent,  full  of;  ure,  state  or  act  of;  y,  state  of 
being. 

3.  Write  and  define  words  containing  the  following  Latin  roots: 
tors,  twist;  tract,  draw;  ven,  vent,  come;  vert,  vers,  turn. 

4.  "In  most  words  i  before  terminal  I  or  n  should  be  sounded." 
Write  list  of  words  to  illustrate.     Note  exceptions. 

5.  "W  is  silent  before  r  in  the  same  syllable."     Write  list  of  words 
to  illustrate. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  of  all  lessons  of  the  month. 

2.  ic,  pertaining  to;  ise,  to  make;  ist,  one  who;  oid,  having  form  of. 

3.  Write  and  define  words  containing  the  following  Greek  roots: 
meter,  metr,  measure;  phon,  sound;  polis,  city;  scop,  view. 

4.  "/  accented  in  most  words  from  the  French  has  the  sound  of 
long  e."     Write  list  of  words  to  illustrate; 

5.  "G7i  is  always  silent  after  i,  and,  when  not  a  substitute  for  /  or  k, 
is  also  silent  after  au  and  ou"     Write  list  of  words  to  illustrate. 


GRAMMAR. 

See  introduction  at  head  of  seventh  year  grammar,  page  93. 

This  year  is  given  largely  to  the  study  of  the  more  formal  parts  of 
grammar  including  classification  and  inflection,  with  rules  of  syntax. 
The  work  should  involve  constant  review  of  sentence  analysis. 

FIRST  MONTH. 

INFLECTION. — Define  and  illustrate. 

THE  NOUN. — Kinds:  common  and  proper.  Some  kinds  of  common 
nouns:  collective  and  abstract. 

Review  the  following  uses  of  the  noun:  subject,  predicate  attribute, 
object,  predicate  attribute  of  the  object,  principal  term  of  a  prepositional 


GRAMMAR— EIGHTH  YEAR.  121 

phrase,  adverbial  objective  (including  indirect  object),  appositive,  pos- 
sessive adjunct,  in  address,  in  an  absolute  phrase. 

THE  PRONOUN. — Kinds:  personal,  conjunctive,  interrogative,  adjec- 
tive. Use  each  kind  in  as  many  of  the  substantive  constructions  named 
above  as  possible.  In  connection  with  the  conjunctive  pronoun,  review 
the  adjective  clause. 

Classify  the  nouns  and  pronouns  in  passages  of  literature  and  give 
the  use  of  each. 

POEM. — Abraham  Davenport. — Whittier. 

COMPOSITION. — How  I  spent  the  last  Fourth  of  July,  or  How  I  should 
like  to  spend  the  next  one. 

SECOND  MONTH. 

INFLECTION  OF  NOUNS. — Rules  for  formation  of  plurals,  rules  for  for- 
mation of  possessives,  gender  forms  of  nouns. 

INFLECTION  OF  PRONOUNS. — Number,  case.  Why  do  we  have  just  three 
cases?  Declension  of  pronouns  and  of  typical  nouns. 

Give  pupils  a  list  of  constructions  that  require  the  nominative  form 
and  one  of  those  that  require  the  objective  form.  Make  a  list  of  pro- 
nouns that  have  different  nominative  and  objective  forms.  Drill  in  filling 
with  the  proper  form  blanks  left  in  sentences.  If  sentences  are  well  se- 
lected this  work  will  be  a  good  drill  in  the  recognition  of  noun  construc- 
tions. 

Agreement  in  number  of  pronouns  with  their  antecedents.  Much 
drill  on  this  as  well  as  on  such  a  placing  of  pronouns  as  will  make  their 
application  clear.  Parsing  of  nouns  and  pronouns. 

POEM. — For  an  Autumn  Festival. — Whittier. 

COMPOSITION. — How  I  raised  strawberries  (sweet  peas,  pansies,  beans), 
or  How  I  made  a  garden  (bread).  Explain  clearly. 

THIRD  MONTH. 

THE  ADJECTIVE. — Review  work  on  adjectives  given  in  the  seventh 
year.  Comparison.  Adjectives  that  are  compared  irregularly.  Adjec- 
tives that  should  not  be  compared;  e.  g.,  perpendicular,  straight,  perfect. 

THE  VERB  AND  THE  VERBAL. — Review  definitions  of  the  seventh  year 
(second  and  third  months).  Classes  of  verbals:  participle  (present  and 
perfect),  infinitive,  gerund.  Uses  of  each.  Classify  and  give  construc- 
tion of  verbals  (omitting  those  in  verb  phrases)  in  passages  from  read- 
ers, etc. 

POEM.— The  Frost  Spirit.— Whittier. 

COMPOSITION. — Describe  a  November  day.  Choose  some  particular 
day.  Observe  carefully  before  you  write. 

FOURTH  MONTH. 

INFLECTION  OF  VERBS. — Tense  (present  and  past),  mood  (indicative 
and  subjunctive),  number,  person.  The  chief  uses  of  the  subjunctive 
form.  Make  it  clear  that  the  name  of  the  tense  does  not  always  indicate 
the  time  expressed.  The  present  tense  in  the  indicative  mood  is  often 
with  the  help  of  an  adverbial  adjunct  made  to  express  future  time  (I  go 


122  GRAMMAR-EIGHTH  YEAR. 

to-morrow),  and  the  present  subjunctive  form  often  expresses  future  time 
and  the  past  subjunctive,  present. 

CLASSIFICATION  OF  VERBS  ACCORDING  TO  FORM. — Strong  verbs  (irreg- 
ular verbs),  weak  verbs  (regular  verbs). 

CONJUGATION. — Definition.  Drill  in  the  conjugation  of  common  verbs. 
Principal  parts  of  verbs.  Why  so  called?  Give  special  attention  to  prin- 
cipal parts  of  strong  verbs  and  of  pairs  of  verbs  whose  forms  are  apt  to 
be  confused;  e.  g.,  lie  and  lay,  sit  and  set,  rise  and  raise.  Notice  that 
one  of  each  of  these  pairs  is  transitive  and  the  other  intransitive.  Have 
forms  used  in  sentences.  Notice  that  the  past  tense  and  perfect  parti- 
ciple forms  of  new  conjugation  verbs  are  alike,  while  those  of  old  conju- 
gation verbs  are  usually  different. 

POEM. — The  Legend  Beautiful. — Longfellow. 

COMPOSITION. — An  original  Christmas  story,  or  What  I  think  of  New 
Year's  resolutions. 

FIFTH  MONTH. 

Parsing  of  verbs. 

VERB  PHRASES. — Review  definitions  studied  in  seventh  year  (third 
month). 

VOICE. — Active  and  passive. 
MOST  COMMON  ACTIVE  VERB  PHRASES. 

1.  Future  phrases:     (I)  shall  admire,  (Thou)  wilt  admire,  (He)  will 
admire,  (We)  shall  admire,  (You,  they)  will  admire. 

Notice  that  each  future  phrase  has  shall  or  will  (shall  in  first  person, 
will  in  second  and  third),  and  an  infinitive. 

2.  Present  perfect  phrases:  (I)  have  admired,  (Thou)  hast  admired,  etc. 

3.  Past  perfect  phrases:     (I)  had  admired,  etc. 

4.  Future  perfect  phrases:     (I)  shall  have  admired,  etc. 

Notice  that  each  perfect  phrase  has  a  form  of  the  verb  have  and  a 
perfect  participle.  Why  are  these  phrases  called  perfect? 

5.  Progressive  phrases:     present,  (I)  am  admiring;  past,  (I)  was  ad- 
miring; future,   (I)  shall  be  admiring;  present  perfect,  (I)  have  been 
admiring;  past  perfect,  (I)  had  been  admiring;  future  perfect,  (I)  shall 
have  been  admiring. 

Notice  that  each  progressive  phrase  has  a  form  of  the  verb  l>e  and  a 
present  participle. 

6.  Emphatic  phrases:     (I)  do  admire,  (I)  did  admire.     Each  contains 
a  form  of  the  verb  do  and  an  infinitive. 

MOST  COMMON  PASSIVE  VERB  PHRASES:  present,  past,  future,  present 
perfect,  past  perfect,  future  perfect,  present  progressive,  past  progressive. 

Each  passive  phrase  contains  a  form  of  the  verb  be  and  a  past  parti- 
ciple. Notice  that  passive  verb  phrases  are  always  transitive.  Drill  in 
rewriting  sentences  with  a  change  in  voice. 

RELATION  OF  VERB  PHRASES  TO  CONJUGATION. — The  verb  phrases 
given  or  suggested  above  are  supplementary  to  the  conjugation  of  the 
verb  admire.  Have  pupils  write  sets  of  verb  phrases  to  supplement  the 
conjugation  of  a  number  of  verbs. 


GRAMMAR-EIGHTH  YEAR.  123 

POEM. — Ichabod. — Whittier.  To  what  incident  of  Webster's  life 
does  this  poem  refer?  Whifetier's  feeling  toward  Webster  as  shown  in 
the  poem.  Review  other  poems  by  Whittier  learned  during  year. 

COMPOSITION. — Whittier  and  slavery,  or  the  poet  or  poem  you  like 
best.  Explain. 

SIXTH  MONTH. 

PARSING  OF  VERB  PHRASES. — Make  no  attempt  to  show  the  syntax  (con- 
struction) of  each  word  in  a  verb  phrase.  The  first  word  is  always  a  verb 
and  it  is  the  part  of  the  phrase  that  agrees  with  the  subject  in  person 
and  number.  Each  of  the  others  is  a  participle  or  an  infinitive,  the 
form  showing  which;  but  it  is  usually  impossible  to  show  that  the  parti- 
ciples are  used  as  adjectives  or  the  infinitives  as  nouns. 

RULES  OF  SYNTAX  FOR  VERBS  AND  VERB  PHRASES. — Agreement  of  verbs 
with  their  subjects.  In  study  of  number  agreement  give  special  atten- 
tion to  the  rules  for  the  form  to  be  used  with  a  collective  noun,  and 
with  different  kinds  of  compound  subjects,  and  in  the  study  of  person 
to  the  contractions  don't  and  doesn't. 

Review  the  rule  that  the  last  word  of  perfect  verb  phrases  should  be 
a  past  participle  instead  of  a  past  tense  form.  (I  have  written;  she  may 
have  spoken). 

POEM. — 0,  Mother  of  a  Mighty  Race. — Bryant. 

COMPOSITION. — Comparison  of  Washington  and  Lincoln.  Limit  the 
topic  to  some  one  particular;  as,  circumstances  of  their  youth,  personal 
appearance,  character. 

SEVENTH  MONTH. 

THE  ADVERB. — Review  previous  work  on  adverbs  (fifth  and  seventh 
months,  seventh  year). 

THE  CONJUNCTION. — Review  work  on  co-ordinate  and  subordinate 
conjunctions.  In  the  study  of  conjunctive  adverbs  and  subordinate  con- 
junctions, review  adjective  and  adverbial  clauses. 

THE  INTERJECTION. 

POEM.— The  Oak.— Lowell. 

COMPOSITION. — The  best  shade  trees  for  your  locality.  How  to  trans- 
plant and  care  for  them. 

EIGHTH  MONTH. 

STUDY  OF  PASSAGES  OF  LITERATURE. — Suggested  assignment  on  a  se- 
lected passage:  1.  Select  basal  element  of  each  independent  proposition. 
2.  Describe  all  clauses  and  their  connectives.  3.  Classify  and  give  con- 
struction of  verbals.  4.  Classify  and  give  construction  of  each  of  a  list 
of  selected  words  in  passage.  5.  Classify  verbs  and  give  principal  parts 
of  each. 

POEM. — The  Return  of  the  Birds. — Bryant.  Learn  stanzas  1,  2,  3, 
4,  10,  12. 

COMPOSITION. — Compare  the  usefulness  of  birds  with  the  injury  done 
by  them. 


124  ARITHMETIC-EIGHTH  YEAR. 

ARITHMETIC. 

ALTERNATION. — The  arithmetic  of  this  year  is  intended  to  alternate 
with  the  business  arithmetic  of  the  seventh  year,  and  should  be  studied 
during  1903-04,  and  each  alternate  year  thereafter. 

AIM. — The  aim  of  arithmetic  in  the  schools  is  not  merely  to  give  ex- 
pertness  in  the  various  arithmetical  processes.  It  is  quite  as  much  to  lead 
the  student  habitually  to  consider  quantitative  relations  in  his  environment, 
to  develop  his  mathematical  sense,  so  that  he  will  readily  proportion 
means  to  ends  in  the  practical  affairs  of  life.  The  various  processes 
should  therefore  be  taught  objectively  with  material  drawn  from  the  en- 
vironment, and  the  best  problems  are  those  that  kindle  his  interest  by 
dealing  with  the  facts  of  his  experience  or  of  his  other  school  studies. 
The  arithmetic  class  is  a  place  for  instruction — not  merely  for  testing  and 
lesson-hearing.  The  principal  use  of  the  text-book  is  to  furnish  addi- 
tional problems  after  the  "local"  problems  are  exhausted.  The  arithmetic 
of  this  year  deals  with  mensuration.  A  knowledge  of  the  elements  of 
geometry  is  necessary;  this  knowledge  may  be  gained  experimentally  by 
drawing  and  measuring,  by  paper  cutting  and  folding,  by  applying  one 
figure  to  another.  Pupils  should  be  provided  with  a  rule,  a  pair  of 
dividers,  and  a  right  triangle  of  wood,  hard  rubber,  or  cardboard.  An 
accurate  diagram  drawn  to  a  scale  should  be  made  of  all  problems  that 
admit  of  it.  The  various  rules  of  mensuration  should  be  developed  in- 
ductively from  actual  measurement  of  objects.  They  should  be  expressed 
in  formulas.  Simple  algebraic  processes  should  be  taught  as  they  are 
needed  in  the  development  of  formulas.  Pupils  should  keep  a  note  book 
in  which  they  record  the  truths  discovered  from  day  to  day,  and  the  def- 
initions of  geometrical  terms. 

FIRST  MONTH. 

CONSTRUCTION. — Different  kinds  of  angles.  A  right  angle  by  paper 
folding.  How  to  draw  an  accurate  square.  Method  of  drawing  parallels 
with  card  and  ruler.  Properties  of  the  rectangle,  rhomboid,  and  other 
quadrilaterals,  different  kinds  of  triangles.  Properties  of  the  isosceles 
triangle.  With  dividers  and  ruler  bisect  a  line,  draw  a  perpendicular  to 
a  line,  bisect  an  angle. 

AREAS. — Build  rectangles  of  inch-squares  until  the  rectangle  is  clearly 
imaged  as  made  of  rows  of  unit  squares.  Distinguish  principle,  ride, 
formula.  Develop  formula  for  area  of  rectangle,  rhomboid,  triangle, 
trapezoid,  and  solve  many  problems. 

THE  METRIC  SYSTEM. — Its  history,  the  measurement  of  the  meridian. 
Make  a  meter-stick,  or  a  meter-tape  out  of  a  ribbon  of  tough  paper.  Make 
cubical  vessels  of  stiff-paper,  capacity  one  liter,  (length  of  side  one  deci- 
meter or  3^f  inches).  Pupils  make  many  measurements  and  calculate 
many  areas  and  volumes  in  metric  units.  Later  teach  that  the  legal 
equivalent  of  the  meter  is  39.37  inches;  of  the  gram,  15.432  grains. 
Teach  approximate  equivalents  of  the  leading  metric  units.  Should  the 
metric  system  be  adopted  by  the  United  States? 


ARITHM*  TIC— EIGHTH  YEAR.  125 

SECOND  MONTH. 

MECHANICS'  RULES. — Calculate  area  of  window,  blackboard,  wainscot, 
and  plaster  in  the  walls  of  the  schoolroom.  Find  the  cost  of  the  black- 
board at  18  cents  per  square  foot;  of  the  plastering  at  32  cents  per  square 
yard,  net,  or  27  cents  per  square  yard  with  no  allowance  for  doors  and 
windows.  Cost  of  painting  the  wainscot  at  20  cents  per  square  yard. 
Cost  of  papering  schoolroom  at  15  cents  per  roll,  and  6  cents  per  yard 
for  border.  Make  no  allowance  for  openings  and  count  3  rolls  for  100 
square  feet.  Why? 

CARPETING. — Show  how  to  compute  the  waste  in  matching  by  com- 
paring the  length  of  the  room  with  the  length  of  the  design. 

MEASUREMENT  OF  THE  CIRCLE. — Define  terms,  circle,  circumference, 
radius,  diameter,  arc,  chord,  sector,  quadrant,  segment,  etc.  Show  that 
a  degree  is  a  unit  of  arc-measure,  and  a  unit  of  angle-measure.  Find 
ratio  of  circumference  to  diameter  by  measuring  circumference  and 
diameter  of  cylindrical  bodies,  dividing  and  averaging  quotients.  Call 
this  ratio  v  (pi).  Use  3^-  as  its  value  in  rough  calculation.  Develop  for- 
mula for  area  of  circle  by  dividing  the  circle  into  16  equal  sectors,  and 
fitting  them  together  so  as  to  form  a  rhomboid,  irrX  r=trr*.  Show 
that  the  circle  is  approximately  -H  of  the  circumscribed  square.  Meas- 
ure many  circumferences  and  compute  diameters  and  areas. 

CONSTRUCTION. — Show  equality  of  triangles  if  sides  are  mutually 
equal;  two  sides  and  included  angle;  one  side  and  adjacent  angles.  Mode 
of  calculating  by  means  of  equal  triangles  a  distance  that  cannot  be  meas- 
ured. Mode  of  drawing  an  equilateral  triangle,  a  regular  hexagon.  Make 
a  semi-circular  protractor  and  use  it  in  measurement  of  angles. 

THIRD  MONTH. 

SIMILAR  FIGURES. — Develop  principles  of  ratio  and  simple  proportion. 
Compare  a  triangle  with  others  whose  sides  are  respectively  2,  3,  4  and 
5  times  the  sides  of  the  first  triangle.  Show  (1)  that  the  triangles  are 
mutually  equiangular;  (2)  that  their  corresponding  sides  are  proportional; 
(3)  that  the  ratio  of  their  areas  is  the  square  of  the  ratio  of  the  correspond- 
ing sides.  Show  that  principle  (3)  applies  to  squares,  circles,  and  other 
similar  plane  figures.  Calculation  of  heights  and  distances  through  the 
properties  of  similar  triangles. 

LAND  SURVEYING. — Teach  if  possible  with  a  surveyor's  chain.  Com- 
pare the  ease  with  which  the  area  in  acres  is  found  when  the  measure- 
ments are  taken  in  chains  and  links  with  the  complex  calculation  needed 
with  the  other  linear  units.  Study  in  detail  our  system  of  rectangular 
surveys.  Description  and  area  of  various  tracts.  Problems  in  rainfall 
per  acre,  irrigation,  crop  yields,  and  wire  fencing. 

CONSTRUCTION. — Draw  regular  octagons,  pentagons,  heptagons,  etc. 
Draw  stars  with  5,  6,  7,  8  points.  Make  colored  designs  for  tiling  with 
hexagons,  octagons,  and  squares,  hexagons  and  triangles.  Discover  rela- 
tion between  number  of  angles  and  size  of  angles  in  regular  polygons. 
Mode  of  drawing  a  circle  circumscribing  a  square,  a  rectangle,  a  triangle 


126  ARITHMETIC— EIGHTH  YEAR. 

FOURTH  MONTH. 

CUBIC  MEASURE. — See  that  rectangular  solids  are  imaged  as  made  up 
of  equal  layers,  composed  of  equal  rows  of  unit  cubes. 

PRISMS  AND  CYLINDERS. — Learn  the  terms  used  in  describing  parts 
and  kinds  of  prisms  and  cylinders.  Have  pupils  make  prisms  and  cylin- 
ders of  stiff  paper  and  develop  the  method  of  calculating  their  surfaces 
and  volumes.  The  volume  should  be  imaged  as  made  of  layers  each  con- 
taining as  many  unit  cubes  as  there  are  square  units  in  the  base.  Capacity 
of  bins,  tanks,  cisterns.  Verify  and  learn  the  following  approximate  equiv- 
alents: One  bushel  =  i  of  a  cubic  foot.  One  bushel  of  corn  in  the  ear= 
2£  cubic  feet.  One  barrel  =  4  cubic  feet.  1\  gallons  =  one  cubic  foot. 
A  cistern  8  feet  in  diameter  holds  one  barrel  for  every  inch  in  depth. 

In  solving  problems,  make  first  a  rough  estimate  of  the  capacity  to 
compare  with  the  accurate  result. 

SPECIFIC  GRAVITY. — Measure  and  weigh  bricks,  and  regular  blocks  of 
wood,  stone,  and  metal,  and  divide  their  weights  by  the  weights  of  equal 
volumes  of  water.  Weigh  with  spring  balance  irregular  masses  of  stone 
and  metal;  weigh  the  same  in  air  and  divide  the  weight  in  air  by  the  loss 
of  weight  in  water,  thus  determining  the  specific  gravity  of  the  bodies. 
Give  numerous  problems  involving  the  relation  of  weight  to  volume. 

MASONRY. — Calculate  brickwork  by  the  simple  rule,  22-g-  brick  to  the 
cubic  foot.  Stonework  measured  by  the  perch  and  cord  (100  cubic  feet). 
Wood  measure. 

FIFTH  MONTH. 

LUMBER  MEASURE. — Teach  the  use  in  building  of  sills,  joists,  stud- 
ding, rafters,  sheathing,  siding,  lath,  etc.  If  possible  at  any  time  during 
the  year,  visit  a  partially  built  house  to  give  this  lesson.  Show  the  rela- 
tion of  the  base  price  of  lumber  to  the  added  price  for  greater  lengths. 

Explain  this  form  used  in  the  computation  of  the  various  items  of  a 
lumber  bill. 

Number  of  pieces  X  thickness  X  width  X  length  X  price  per  M. 
"  12  X  1000. 

Calculate  the  cost  of  the  material  for  the  neighboring  sidewalks, 
fences,  and  coal  shed,  at  current  prices  for  lumber.  Study  the  construc- 
tion of  a  rural  schoolhouse  and  make  out  a  bill  of  lumber  at  current 
prices.  Problems  in  shingling. 

Learn  these  terms  as  used  in  house  construction:  Sills,  studs,  wall- 
plate,  rafters,  ridge-pole;  span,  gable;  sheathing,  siding,  corner-boards; 
cornice,  fascia,  plancher,  frieze,  crown-mold;  window-lintel,  jambs,  win- 
dow-sill, sub-sill,  stool,  apron,  window-casing,  sash,  stops,  stiles,  top-rail, 
mullions;  doors,  stiles,  rails,  panels. 

INVOLUTION. — Define  square,  power,  and  root.  Learn  squares  to  25. 
Show  arithmetically  by  several  examples  that  the  square  of  the  sum  of 
two  numbers  is  the  sum  of  their  squares  plus  twice  their  product.  Show 
algebraically  (a  +  b)2  =  a2  +  2afr  +  62.  Show  the  same  by  geometric 
diagram.  Teach  short  method  of  squaring  numbers  ending  in  \  or  5. 


ARITHMETIC— EIGHTH  YEAR.  127 

(7|)f  =  8  X  7  +  £  =  56$.  (75)2  =  80  X  70  +  25  =  5625.  Similarly 
show  in  all  three  ways  (a  +  b)  (a  —  6)  =  a2  —  62.  Deduce  rule  for  squar- 
ing numbers  near  multiples  of  10. 

782  =  80  X  76  +  4  =  6080  +  4  =  6084. 

Method  of  finding  product  of  two  numbers  whose  difference  is  an 
even  number.  63  X  67  =  65 2  -  22  =  4221. 

SQUARE  ROOT. — Teach  square  root  as  the  process  of  finding  one  side 
of  a  square  whose  area  is  known.  Pay  especial  attention  to  the  square 
roots  of  decimals  and  common  fractions.  See  that  at  the  end  a  good 
oral  statement  of  the  process  is  worked  out  and  memorized.  Mode  of 
computing  mean  proportional.  Teach  mode  of  finding  roots  by  group- 
ing factors  of  the  power.  • 

CONSTRUCTION. — Develop  method  of  drawing  a  mean  proportional 
between  two  given  lines.  Draw  a  square  equivalent  to  a  given  rectan- 
gle. Convert  a  triangle  into  an  equivalent  rectangle,  then  into  a  square. 

SIXTH  MONTH. 

CONSTRUCTION. — Teach  by  actual  drawing  and  paper-cutting  that  the 
square  on  the  hypotenuse  of  a  right  triangle  is  equal  to  the  sum  of  the 
squares  on  the  other  two  sides.  Apply  in  numerous  problems.  Memor- 
ize v/~2  =  1.414  and  y~3  =  1.732,  as  key  numbers  to  the  diagonal  of  a 
square  and  the  diagonal  of  a  cube.  Show  that  if  the  sides  of  a  triangle 
are  proportional  to  3,  4,  5,  the  triangle  is  right-angled.  Use  of  this  fact 
in  constructing  a  right  angle. 

Draw  the  three  altitudes  of  an  equilateral  triangle.  Show  that  the 
common  intersection  is  twice  as  far  from  any  vertex  as  from  any  side. 
Draw  a  square  equal  to  the  sum  of  two  given  squares.  Show  that  the 
altitude  of  an  equilateral  triangle  is  .866  of  its  side;  its  area,  .433  of  the 
square  on  its  side. 

CUBE  ROOT. — See  that  the  mode  of  constructing  larger  cubes  out  of 
inch-cubes  is  clearly  imaged.  Teach  cube  root  with  blocks,  but  at  the 
end  secure  a  clear  statement  of  the  figure  process. 

SEVENTH  MONTH. 

PYRAMIDS,  CONES,  FRUSTUMS.— Make  these  forms  of  stiff  paper.  Cal- 
culate surface  area  and  volume  of  the  special  figures  made,  and  develop 
general  formulas  for  base,  slant  height,  lateral  edge,  lateral  surface, 
volume,  in  terms  of  height  and  radius,  or  side  of  base.  Show  that  a  tri- 
angular prism  of  wood  or  turnip  can  be  cut  into  three  equivalent  trian- 
gular pyramids,  and  that  the  paper  cone  holds  one  third  as  much  dry 
sand  as  the  cylinder  of  the  same  base  and  height. 

THE  SPHERE. — Fix  tacks  at  the  center  of  convex  surface  and  flat  sur- 
face of  a  hemisphere  (half  of  a  croquet  ball)  and  show  that  twice  as  much 
waxed  top-cord  can  be  wound  on  the  convex  surface  as  on  the  flat  surface. 
Hence  the  surface  of  the  sphere  equals  four  times  the  area  of  circle  of 
equal  radius.  To  find  the  volume  of  the  sphere,  divide  a  round  potato 
into  spherical  pyramids  whose  height  is  the  radius  and  whose  total  base 
is  the  surface.  Hence  the  volume  equals  ^  of  the  radius  X  surface. 

Show  that  a  sphere  is  f  of  a  cylinder  of  the  same  height  and  diame- 


128  GEOGRAPHY-EIGHTH  YEAR. 

ter,  and  that  its  surface  is  f  of  the  surface  of  such  a  cylinder.  Show  that 
the  cylinder  is  -Hr  of  the  cube  of  the  same  dimensions,  and  that  the  sphere 
is  -H"  of  the  cube.  Review  with  many  miscellaneous  problems. 

EIGHTH  MONTH. 

REVIEW. — General  review  of  mensuration  and  its  formulas. 

.LONGITUDE  AND  TIME. — Find  from  maps  the  longitude  of  many  im- 
portant cities.  Determine  your  local  longitude  from  large  map  of  Illi- 
nois. Difference  of  longitude  by  subtraction  and  addition.  Consider  the 
apparent  motion  of  the  sun  rather  than  the  real  motion  of  the  earth;  that 
the  sun  travels  westward  360°  in  24  hours,  15°  in  one  hour,  1°  in  four 
minutes,  etc.  See  that  this  westward  motion  of  the  sun,  or  moon,  at  the 
rate  of  15'  (about  13  miles  in  this  latitude)  per  hour  is  clearly  imaged. 
Mode  of  determining  longitude  at  sea.  Where  the  day  begins.  Standard 
time  belts. 

THE  CALENDAR. — The  three  natural  time  units,  the  solar  year,  the 
lunar  month,  and  the  day.  Attempts  to  adjust  these  for  working  pur- 
poses. The  Julian  calendar.  Why  ten  days  were  dropped  in  1582. 
Present  rule  for  legal  year.  Amount  of  annual  error  in  the  present  cal- 
endar. Definition  of  calendar  month.  Teach  the  proper  method  of  find- 
ing the  interval  between  two  dates  by  counting  by  years  as  far  as  possible, 
then  by  calendar  months,  then  by  days. 

GEOGRAPHY. 

ALTERNATION. — Geography  of  seventh  and  eighth  years  should  alter- 
nate in  country  schools,  so  as  to  reduce  the  number  of  recitations.  Dur- 
ing 1903-4  study  eighth  year  geography,  during  1904-5  study  seventh 
year  geography,  and  so  continue  to  alternate  from  year  to  year. 

FIRST  MONTH. 

MATHEMATICAL  GEOGRAPHY. — Repeat  the  work  of  the  first  month, 
seventh  year,  with  more  care  and  accuracy. 

SECOND  MONTH. 

EURASIA  REVIEWED. — Use  the  general  topical  outline  given  in  second 
month,  seventh  year.  Treat  the  continent  as  a  unit  down  to  section  4  of 
the  outline;  then  take  up  for  separate  treatment  the  important  countries. 

SIBERIA,  JAPAN. — Adapt  the  general  outline  for  each  region.  (For 
example  see  fifth  month,  seventh  year.) 

THIRD  MONTH. 

CHINA,  FARTHER  INDIA,  INDIA. — Fo  How  the  general  outline,  adapting 
it  to  each  region. 

FOURTH  MONTH. 

THE  NEARER  EAST. — Afghanistan,  Baluchistan,  Persia,  Arabia,  Tur- 
key, Palestine,  Egypt.  This  whole  area  may  be  presented  as  a  unit,  fol- 
lowing the  outline  down  to  section  4.  Then  amplify  sections  5  and  6, 
and  put  the  emphasis  on  Persia,  Palestine  and  Egypt,  and  correlate  his- 
tory and  Bible  stories. 


GEOGRAPHY-EIGHTH  YEAR.  129 

FIFTH  MONTH. 

AFRICA. — Treat  the  continent  as  a  unit,  following  the  general  outline 
entire.  Fix  clearly  in  mind  the  territorial  claims  of  England,  France 
and  Germany. 

SIXTH  MONTH. 

AUSTRALIA,  EAST  INDIES,  THE  ISLES  OF  THE  PACIFIC. — Adapt  the  gen- 
eral outline.  Put  the  emphasis  on  Australia,  New  Zealand,  the  Philip- 
pines and  the  East  Indies. 

SEVENTH  MONTH. 

THE  UNITED  STATES. — From  the  point  of  view  of  commerce  and  the 
greater  industries  study  our  country  during  the  seventh  and  eighth 
months.  In  the  seventh  month  study  the  Atlantic  and  Gulf  States. 
Work  up  separate  topics  on  the  lumber  industry  in  Maine;  cotton  manu- 
facture in  New  England;  woolen  manufacture  and  clothing;  manufactures 
of  Connecticut;  New  York  City;  the  Erie  Canal;  petroleum;  coal;  the  steel 
industry;  ship  building;  pottery  at  Trenton;  peaches;  oysters;  Niagara 
Falls;  tobacco;  southern  forests;  cotton;  cane;  rice;  New  Orleans;  oranges; 
cattle  ranches  in  Texas. 

EIGHTH  MONTH. 

THE  CENTRAL  PLAIN,  PLATEAU  AND  PACIFIC  STATES. — Special  topics  on 
the  commerce  of  the  Great  Lakes;  the  canal  at  the  "Soo";  the  great  rail- 
ways; standard  time;  Indian  corn;  broom  corn;  iron  in  the  Lake  Superior 
region;  copper;  the  white  pine  forests  of  the  Great  Lake  region;  Chicago; 
wheat;  dairying;  meat  packing;  gold  and  silver;  irrigation;  forests  of  the 
Puget  Sound  region;  commercial  centers  of  Puget  Sound;  wheat  in  Cali- 
fornia; fruit  in  California;  San  Francisco. 

GEOGRAPHICAL  REFERENCE  BOOKS  FOR  THE  SCHOOL  LIBRARY. 

1.  The  International  Geography,  Mill.    New  York:  D.  Appleton  &  Co. 

2.  Longmans'  School  Atlas.    New  York:  Longmans,  Green  &  Co. 

3.  The  Statesman's  Year-book,  Keltic  (annual).    New  York:  Macmillan  &  Co. 

4.  Introduction  to  Physical  Geography.    Gilbert  &  Brighem.  New  York:  D.Apple- 

ton  &  Co. 

5.  A  Text  Book  on  Commercial  Geography.  Adams.  New  York;  D.  Appleton  &  Co. 

6.  Complete  Geography.    Tarr  &  McMurry.  New  York:  Macmillan  &  Co. 

7.  The  Teaching  of  Geography.    Geikie.    New  York:  Macmillan  &  Co. 

8.  Hints  on  the  Choice  of  Geographical  Books.     Mill.   New  York:    Longmans 

Green  &  Co. 

9.  Methods  and  Aids  in  Geography.    King.    Boston:  Lee  &  Shepard. 

10.  Elementary  Meteorology.    Waldo.    New  York:  American  Book  Co. 

11.  The  Soil.    King.    New  York:  Macmillan  &  Co. 

12.  Stanford's  Compendium  of  Geography  and  Travel.    12  vols.    London:    E.  Stan- 

ford. 

13.  Longmans' Gazetteer.    New  York:  Longmans,  Green  &  Co. 

14.  Geography  Readers:    World  and  Its  People.    (Series,)    Boston:    Silver.  Burdett 

&  Co.  Seven  Little  Sisters.  Andrews.  Boston:  Ginn  &  Co.  Picturesque 
Geographical  Readers.  King.  (Series.)  Boston:  Lee  &  Shepard.  Carpen- 
ter's North  America:  South  America;  Europe;  Asia;  American  Book  Co. 
Hans  Brinker.  Dodge.  New  York:  Charles  Scribner's  Sons. 

15.  Periodicals:    The  Journal  of  Geography.    (Monthly.)    $1.50.    160  Adams  St., 

Chicago. 

World's  Work.    (Monthly.)    $3.00     New  York:  Doubleday,  Page  £  Co. 
The  Independent.    (Weekly.)    $2.00.    130  Fulton  St.,  New  York. 


130  U.  S.  HISTORY-EIGHTH  YEAR. 

UNITED  STATES  HISTORY. 

ALTERNATION. — See  note  at  beginning  of  seventh  year,  page  109. 
Study  carefully  the  preparation  for  seventh  year's  work  on  page  109. 

FIRST  MONTH. 

SECOND  WAR  WITH  ENGLAND. — Let  pupils  note  why  this  war  was 
called  the  "Second  War  of  Independence";  the  object,  and  result  of  land 
campaigns;  the  reasons  for  American  naval  success;  time,  and  effect  of 
the  battle  of  New  Orleans;  and  the  effects  of  the  war.  They  should  con- 
sider the  purpose  of  the  Hartford  convention  and  its  effect  on  the  political 
parties  of  the  time. — Adoption  of  the  twelfth  amendment  to  the  Constitu- 
tion in  1804.  Significance  of  this.  Election  of  Madison.  Failure  to 
reopen  trade  with  England  and  France.  British  and  French  trickery. 
Declaration  of  war  against  England.  Real  cause  of  the  war.  Purpose  to 
invade  Canada.  Surrender  of  Detroit.  Naval  victories.  Campaign  of 
1813.  Perry's  victory.  Brown's  invasion  of  Canada.  British  ravages 
on  the  coast.  Jackson's  defense  of  New  Orleans.  Hartford  convention. 
Treaty  of  peace.  Results  of  the  war.  Domestic  affairs.  Election  of 
Monroe. 

"ERA  OF  GOOD  FEELING." — Note  the  reasons  for  the  purchase  of 
Florida.  Consider  the  introduction  and  spread  of  slavery,  with  the  con- 
ditions which  affected  them.  Slavery  and  cotton. — Seminole  war.  Pur- 
chase of  Florida.  Agitation  of  the  slavery  question.  The  Missouri  Com- 
promise. Establishment  of  Republics  in  America.  The  Monroe  Doctrine. 
Lafayette's  visit.  Immigration  to  the  West.  Election  of  John  Q.  Adams. 

SUMMARY. — 1.  Significance  of  twelfth  amendment  to  the  Constitution. 
2.  Troubles  with  England  and  France.  3.  Cause  of  the  second  war  with 
England.  4.  Results  of  the  war.  5.  Domestic  affairs  in  Madison's  ad- 
ministration. 6.  The  slavery  question.  7.  The  Monroe  Doctrine.  8.  Man- 
ner of  electing  John  Q.  Adams. 

REVIEW.    EXAMINATION. 

SECOND  MONTH. 

Study  causes  and  results  of  inventions  and  discoveries,  westward 
expansion,  growth  of  cities  and  sectional  divergence.  Compare  condi- 
tions in  1830  with  those  of  1800.  Note  the  effects  of  easy  communication 
on  commerce,  education,  politics.  Note  the  things  which  led  the  North 
and  South  to  grow  apart.  Learn  how  the  tariff  became  a  sectional  ques- 
tion. Why  should  the  North  oppose  the  growth  of  the  West?  Why  did 
Jackson  object  to  the  United  States  Bank?  Results? 

DEMOCRACY,  INDUSTRIAL  AND  ECONOMIC  CONTROVERSIES. — Significance 
of  Jackson's  election.  The  spoils  system.  Anti-slavery  agitation.  Dis- 
cussion of  protective  tariff.  The  doctrine  of  nullification.  Jackson's 
fidelity  to  the  Union.  President's  opposition  to  the  United  States  bank. 
Removal  of  the  government  funds  from  it.  Surplus  revenue.  Distribu- 
tion among  the  states.  Growth  of  the  country.  Internal  improvements. 
Art,  books  and  newspapers.  Election  of  Van  Buren.  "State  Banks". 
Speculation.  Panic  or  1837.  Government  Treasury  System  established. 


U.  S.  HISTORY-EIGHTH  YEAR.  131 

Rise  and  emigration  of  the  Mormons.  Election  of  Harrison  and  Tyler. 
More  of  the  spoils  system.  The  northeastern  boundary.  The  Dorr  rebel- 
lion. Annexation  of  Texas.  Election  of  Polk. 

SUMMARY. — 1.  The  spoils  system.  2.  Anti-slavery  agitation.  3. 
Protective  tariff.  4.  Nullification.  5.  Struggle  over  the  bank  charter. 
6.  Growth  and  improvement.  7.  Speculation.  8.  Panic.  9.  Diplomatic 
relations  with  England.  10.  Questions  connected  with  the  annexation  of 
Texas. 

REVIEW.    EXAMINATION. 

THIRD  MONTH. 

TERRITORIAL  EXPANSION. — Pupils  should  make  a  series  of  maps  of 
the  North  American  continent  to  show  the  territory  of  the  United  States, 
according  to  the  claim  of  1783,  and  the  extent  and  manner  of  the  acqui- 
sitions made  since  that  time  from  the  nations  holding  the  territory.  If, 
then,  they  are  informed  of  the  climate,  productions  and  occupations  of  the 
people  of  the  various  sections,  and  of  their  sentiments,  originally,  a  clearer 
idea  of  the  forces  for  and  against  some  of  this  extension  can  be  obtained 
than  would  be  gained  readily  in  any  other  way.  They  may  observe  that 
the  attitude  of  the  people  toward  slavery,  connected  with  this  expansion, 
was  affected  by  geographical  conditions.  The  evil  of  slavery  or  any 
other  wrong  is  not  so  easily  seen  where  it  appears  to  be  profitable.  The 
Oregon  boundary,  the  tariff,  and  the  annexation  of  Texas,  were  issues  in 
the  election  of  1844.  Texas  annexed.  Boundary  of  Oregon  settled. 
Western  boundary  of  Texas  in  dispute.  Taylor  occupies  territory  in  dis- 
pute. War  with  Mexico.  Three  campaigns.  1.  Against  California.  2. 
Against  New  Mexico.  3.  Against  Mexico  from  the  north  and  east.  Fol- 
low with  some  care  the  campaigns  of  Taylor  and  Scott.  Treaty  of  peace. 
Character  and  influence  of  the  war.  Discovery  of  gold  in  California. 
Its  effects.  Tariff  of  1846.  Moderately  protective. 

SLAVERY  AGITATION. — The  Wilmot  Proviso.  The  Free-soil  party. 
Election  of  Taylor  and  Fillmore.  California  seeks  admission  into  the 
Union,  1849.  Its  constitution  forbids  slavery.  North  favored  admission; 
South  opposed.  Questions  before  Congress:  1.  National  attitude  respect- 
ing slavery  in  states  to  be  admitted.  2.  In  territories  to  be  organized. 
3.  Respecting  slaves  on  free  territory. 

SUMMARY. — 1.  Cause  of  war  with  Mexico.  2.  Conduct  and  result  of 
the  war.  3.  Terms  of  peace.  4.  Settlement  of  Northwest  boundary  line. 
5.  Effect  of  discovery  of  gold  in  California.  6.  Tariff  of  1846.  7.  Slavery 
agitation.  8.  Free-soil  party.  9.  Election  of  Taylor  and  Fillmore.  10. 
Questions  to  be  settled. 

REVIEW.     EXAMINATION. 

FOURTH  MONTH. 

SLAVERY  AGITATION  CONTINUED. — Great  men  and  great  conflict  in 
congress  of  1850.  Clay's  compromise.  Note  these  items  adopted:  1. 
California  was  admitted  as  a  free  state.  2.  New  Mexico  and  Utah  were 
given  territorial  governments  without  restriction  as  to  slavery.  3.  A  law 


132  U.  S.  HISTORY-EIGHTH  YEAR. 

was  passed  to  provide  for  the  arrest  smd  return  of  fugitive  slaves.  4. 
The  slave  trade  in  the  District  of  Columbia  was  abolished.  Death  of 
Taylor.  Opposition  to  the  Fugitive  Slave  law.  Uncle  Tom's  Cabin. 
Election  of  Pierce.  The  Kansas-Nebraska  act.  Struggle  for  possession 
of  Kansas.  Civil  war  in  the  territory.  John  Brown.  Formation  of  the 
Republican  party.  Its  elements  and  purpose.  The  American  party. 
Note,  also,  the  World's  Fair  in  New  York,  which  showed  the  superiority 
of  American  labor-saving  machinery,  and  the  opening  of  ports  of  Japan 
to  American  commerce. 

BUCHANAN'S  ADMINISTRATION. — The  Dred  Scott  decision.  Personal 
liberty  bills.  The  Mormons.  Stimulated  enterprise.  Panic  of  1857. 
Atlantic  cable.  Continued  agitation  in  Kansas.  The  Douglas  and  Lin- 
coln debates.  Increase  in  population  and  prosperity,  especially  in  the 
north.  Discovery  of  silver,  petroleum  and  natural  gas.  John  Brown's 
raid.  Election  of  Lincoln.  Sectionalism. 

SUMMARY. — 1.  The  compromise  of  1850.  2.  Opposition  to  the  Fugitive 
Slave  law.  3.  Beginning  of  the  final  struggle  in  Congress  between  the 
North  and  the  South.  4.  The  Kansas-Nebraska  act,  repealing  the  Missouri 
compromise.  5.  Struggle  of  the  North  and  the  South  for  the  possession 
of  Kansas.  6.  The  rise  of  the  Republican  party.  7.  The  World's  Fair 
in  1853.  8.  Opening  of  ports  in  Japan.  9.  Dred  Scott  decision.  10. 
Panic  of  1857.  11.  Continued  struggle  in  Kansas.  12.  Debates  between 
Douglas  and  Lincoln.  1.3.  General  prosperity.  14.  Sectionalism. 

REVIEW.     EXAMINATION. 

FIFTH  MONTH. 

The  student  will  observe  that  two  theories  of  the  functions  and  pow- 
ers of  national  government  were  held  from  the  days  of  Hamilton  and 
Jefferson.  Able  men  were  sincere  in  their  advocacy  of  views  which  they 
thought  to  be  fundamental  to  national  prosperity  and  individual  welfare. 
These  views  which  were  in  conflict  had  advocates  in  all  sections  of  the 
country.  Abolitionists  thought  it  right  to  dissolve  the  Union  rather  than 
that  they  should  endorse  slavery;  and  slave  holders  thought  it  proper  to 
secede  from  the  Union  rather  than  that  their  notions  of  the  right  should 
fail  of  enforcement.  Principles  of  nullification  became  sectional  finally, 
because  of  geographical  conditions  and  the  agitation  of  a  moral  question 
of  national  interest.  Yet,  the  great  body  of  the  people  was  devoted  to 
the  Union. 

Compare  the  condition  of  the  country  in  1860  with  that  of  1830; 
with  that  of  1800.  Compare  North  and  South  in  conditions  of  population, 
labor,  education,  mental  activity,  etc.  Note  the  blunders  of  southern 
leaders,  and  the  precipitation  of  war  and  the  emancipation  of  slaves  in 
consequence. 

SECESSION. — Gloom  in  tne  south  because  of  Lincoln's  election.  Or- 
dinance of  South  Carolina  dissolving  the  Union.  Southern  argument  for 
secession.  Efforts  at  compromise.  Formation  of  the  "Confederate  States 
of  America."  Fort  Sumter. 

PRESERVATION  OF  THE  UNION. — The  purpose  of  the  pupil  in  the  study 


U.  S.  HISTORY-EIGHTH  YEAR.  133 

of  the  "War  of  the  Rebellion  should  be  principally  to  see  the  main  plan 
and  strategy  of  the  war.  He  should  be  led  to  see  the  main  movements 
as  designed;  then  he  can  study  the  battles.  Campaigns  rather  than  bat- 
tles should  be  studied.  Maps  should  be  used  freely,  and  all  should  see 
how  and  why  a  battle  occurred  where  it  did.  The  battles  of  the  Rebel- 
lion can  be  studied  in  the  order  of  the  text-book  used,  but  it  will  be 
observed  that  while  they  were  fought  for  the  common  purpose  of  sup- 
pressing the  Rebellion,  they  may  be  grouped  to  show  an  immediate  pur- 
pose to  accomplish  one  of  the  following  effects:  1.  To  defend  Washington. 

2.  To  retain  doubtful  states  in  the  Union.     3.  To  close  southern  ports. 
4.  To  capture  Richmond.     5.  To  open  the  Mississippi,  Tennessee  and 
Cumberland  rivers.     6.  To  raid  the  center  of  the  Confederacy. 

Change  of  Confederate  capital  to  Richmond.  Confederate  line  of 
defense:  From  Norfolk  to  Columbus;  from  Columbus  to  the  Gulf;  the 
coast  of  the  Gulf  and  of  the  Atlantic  to  Norfolk.  War  in  Missouri  and 
West  Virginia.  Impatience  at  the  north.  Battle  of  Bull  Run.  Effect. 
Blockade  runners.  The  Trent  affair  and  relations  to  foreign  governments. 
Merrimac  and  Monitor.  Forts  Henry  and  Donelson.  Shiloh,  or  Pitts- 
burg  Landing,  and  Island  Number  Ten.  War  tariff.  The  Greenbacks. 

SECOND  YEAR  OF  WAR.— April,  1862-April,  1863.  Capture  of  New 
Orleans.  Antietam.  The  Peninsular  campaign.  Second  battle  of  Bull 
Run.  Fredericksburg.  Murfreesboro,  or  Stone  River.  Emancipation 
Proclamation. 

THIRD  YEAR  OF  WAR. — Chancellorsville.  Gettysburg.  Vicksburg. 
The  memorable  Fourth  of  July.  Surrender  of  Port  Hudson,  opening  the 
Mississippi.  Draft  riots.  Chickamauga.  Chattanooga.  Lookout  Moun- 
tain. Grant  given  entire  command. 

SUMMARY. — 1.  Comparison  of  conditions  in  North  and  South  at  time 
of  Lincoln's  election.  2.  Formation  of  Confederate  States  of  America. 

3.  Causes  of  the  Civil  War.     4.  Provision  for  meeting  the  expense  of  the 
war.     5.  Bull  Run  and  its  lessons.     6.  The  Monitor  makes  a  new  era  in 
naval  warfare.     7.  War  in  the  west.     8.  Capture  of  New  Orleans.     9. 
Lee's  invasion  of  Maryland.     10.  The  Proclamation  of  Emancipation. 
11.  Chancellorsville.     12.  Lee's  invasion  of  Pennsylvania.     13.  Capture 
of  Vicksburg  and  Port  Hudson,  opening  the  Mississippi  river.     14.  Chick- 
amauga.    15.  Chattanooga.     16.  Grant  made  Lieutenant-General. 

REVIEW.    EXAMINATION. 

SIXTH  MONTH. 

WAR  FOR  THE  UNION  (CONTINUED). — April  1864-April  1865.  Plan  of 
Grant  to  engage  the  forces  of  the  East  and  Sherman  those  of  the  West. 
Battles  of  the  Wilderness.  The  Petersburg  campaign.  Early  and  Sheri- 
dan. Sherman's  march  from  Chattanooga  against  Dalton  on  way  to 
Atlanta.  Atlanta  and  the  March  to  the  Sea.  The  Alabama  sunk.  Farra- 
gut's  capture  of  Mobile.  Second  election  of  Lincoln.  Savannah.  Charles- 
ton. Fall  of  Richmond  and  Lee's  surrender  at  Appomatox.  Johnson's 
surrender.  The  end  of  the  war.  Death  of  Lincoln.  Disbanding  the 
army.  Cost  and  results  of  the  war. 


134  U.  S.  HISTORY-EIGHTH  YEAR. 

RECONSTRUCTION. — Johnson's  proclamation  of  pardon  and  his  plan  to 
admit  the  States,  which  had  seceded,  to  representation  in  Congress.  Oppo- 
sition of  Congress.  Military  government.  Re-admission  of  States  by 
Congress.  Thirteenth,  Fourteenth  and  Fifteenth  amendments.  Negro 
legislators  and  "carpet-baggers".  Tenure  of  Office  Act.  Impeachment 
of  the  President.  Trial  and  acquittal.  The  Atlantic  cable.  Purchase 
of  Alaska.  Other  important  affairs  concerning  this  administration:  The 
French  in  Mexico.  Reduction  of  the  national  debt.  The  election  of  Grant. 

ADMINISTRATION  OF  GRANT. — Pacific  Railroad  completed.  Effect  on 
commerce.  Prosperity.  Indian  troubles.  The  Geneva  award.  The 
business  panic  of  1873.  Political  scandals.  Presidential  election  of  1876. 
Dispute  about  the  result.  Returning  boards.  The  electoral  commission. 

HAYES  INAUGURATED,  and  troops  withdrawn  from  the  South.  Finan- 
cial problems.  Strikes  and  riots.  Resumption  act.  Garfield  and  Arthur 
elected. 

SUMMARY. — 1.  Grant's  plan.  2.  Battle  of  Wilderness.  3.  Peters- 
burg campaign.  4.  Early  and  Sheridan.  5.  Sherman's  march  through 
the  Confederacy.  6.  Sinking  of  Alabama,  and  capture  of  Mobile.  7. 
Surrender  of  Lee  and  Johnson.  8.  Magnanimous  treatment  of  Confederate 
soldiers.  9.  Cost  and  results  of  the  war.  10.  Conflict  between  the  Presi- 
dent and  Congress  about  reconstruction.  11.  Sad  condition  of  the  South 
after  the  war.  12.  The  Monroe  Doctrine  in  relation  to  the  French  in 
Mexico.  13.  Railroads  and  commerce.  14.  Prosperity  and  reduction  of 
national  debt.  15.  Panic  of  1873.  16.  Political  scandals  and  election 
of  1876.  17.  Electoral  commission.  18.  Troops  withdrawn  from  the 
South.  19.  Strikes  and  riots.  20.  Resumption  of  specie  payments. 

REVIEW.    EXAMINATION. 

SEVENTH  MONTH. 

REUNION. — ADMINISTRATION  OF  GARFIELD  AND  ARTHUR. — Great  expec- 
tations. The  spoils  system.  Assassination  of  Garfield.  Exclusion  of 
Chinese  workmen.  Civil  service  reform.  Surplus  and  the  tariff.  The 
New  South. 

ADMINISTRATION  OF  CLEVELAND. — Progress  made  in  Civil  Service. 
Presidential  succession.  Interstate  Commerce  Act.  Labor  troubles.  The 
Anarchists.  The  surplus  and  the  tariff.  Department  of  agriculture  es- 
tablished. 

ADMINISTRATION  OF  HARRISON. — Oklahoma  opened  to  settlement.  Sher- 
man Silver  Purchase  Act.  The  McKinley  tariff.  Trouble  with  Italy  and 
Chili.  New  Pension  Act.  The  Homestead  Strike.  The  Populist  Party. 

CLEVELAND'S  SECOND  ADMINISTRATION. — Columbian  Exposition.  The 
Bering  Sea  case.  Silver  legislation.  Financial  depression.  Repeal  of 
the  "Force  Act".  Great  strike  of  railway  workmen.  A  modified  tariff. 
Arbitration  of  the  Venezuela  boundary  dispute.  Coinage  agitation. 

McKiNLEY's  ADMINISTRATION. — The  Dingley  tariff.  Conditions  in. 
Cuba.  Complications  with  Spain.  The  Maine  disaster.  War  with  Spain- 
Battle  at  Manila.  Santiago  and  the  destruction  of  Cervera's  fleet.  Annexae 
tion  of  Hawaii.  Treaty  of  peace.  Philippine  insurrection.  Cost  of  the 


U.  S.  HISTORY-EIGHTH  YEAR.  135 

war.  Disorders  in  China.  Election  of  McKinley  and  Roosevelt.  Death 
of  McKinley. 

ROOSEVELT'S  ADMINISTRATION. — Entire  independence  of  Cuba  recog- 
nized. The  Panama  Canal.  Great  capitalization  in  business  enterprises. 
Prosecution  of  municipal  plunderers.  Strike  of  coal  miners.  Commis- 
sion of  Arbitration.  Abundant  crops,  and  great  activity  in  economic 
pursuits.  Dedication  of  the  Louisiana  Purchase  Exposition. 

SUMMARY. — 1.  Need  of  Civil  Service.  2.  Death  of  Garfield.  3.  The 
The  New  South.  4.  Interstate  Commerce  Act.  5.  Labor  troubles  and 
the  Anarchists.  6.  The  McKinley  tariff.  7.  The  Homestead  strike.  8. 
Columbian  exposition.  9.  Silver  legislation.  10.  Financial  depression. 
11.  A  modified  tariff.  12.  The  Dingley  tariff.  13.  Complications,  and 
war  with  Spain.  14.  Acquirement  of  the  Philippines.  15.  Cost  and 
result  of  the  war.  16.  Disorders  in  China.  17.  Death  of  McKinley. 
18.  The  Panama  canal.  19.  Trusts.  20.  Coal  miners' strike.  21.  Great 
prosperity 

REVIEW.    EXAMINATION. 

EIGHTH  MONTH. 

The  time  this  month  can  be  used  for  the  better  preparation  of  some 
topics  of  importance  that,  in  the  year's  work  in  history  did  not  receive  as 
much  study  as  they  merit  comparatively;  to  a  review  and  examination 
in  the  year's  work;  and,  if  possible,  to  a  review  of  the  seventh  year's 
work,  as  well.  The  importance  of  thorough  review  will  not  be  overesti- 
mated. For  review,  in  addition  to  the  summaries  for  each  month,  the  fol- 
lowing list  of  topics  may  be  of  use. 

1.  What  were  the  conditions  in  Europe  at  the  time  America  was 
discovered? 

2.  Study  the  geographical  relation  of  the  countries  of  Europe  to 
America. 

3.  Give  various  motives  of  people  for  coming  to  America. 

4.  Name  the  thirteen  original  colonies  with  places  and  dates  of  set- 
tlement. 

5.  Give  causes  of  progress,  or  lack  of  progress,  in  the  several  colonies. 

6.  Sketch,  briefly,  the  inter-colonial  Avars. 

7.  Describe  with  some  care  the  three  forms  of  colonial  government 
in  the  new  world. 

8.  Enumerate  the  grounds  of  complaint  the  colonies  had  against  the 
mother  country. 

9.  Show  material  growth  of  the  thirteen  colonies  up  to  the  Revolution. 

10.  How  may  we  account  for  the  presence  in  the  new  world  of  so  many 
eminent  statesmen  in  1776-1789? 

11.  Enumerate  and  discuss  briefly  the  acts  of  these  eminent  men. 

12.  Were  the  New  England  colonies  hard  to  govern? 

13.  What  was  the  difference  between  English  and  colonial  ideas  of 
representation? 

14.  Why  did  the  colonists  object  to  the  Stamp  Act? 

15.  Should  we  refuse  to  use,  or  resist  the  use  of  our  revenue  stamps? 


136  U.  S.  HISTORY-EIGHTH  YEAR. 

16.  Give  the  cause  and  work  of  the  First  Continental  Congress. 

17.  Why  was  Washington  made  commander  of  the  American  army? 

18.  Describe  briefly  the  conduct  of  Washington  and  the  movement  of 
his  army  during  the  Revolutionary  war. 

19.  Why  did  the  Americans  attack  Canada? 

20.  What  can  you  say  of  the  purpose  and  wisdom  of  Burgoyne's  in- 
vasion? 

21.  Why  was  the  war  transferred  to  the  south  in  1778? 

22.  Why  were  there  so  many  that  were  loyalists  in  the  colonies? 

23.  Show  the  value  to  the  cause  of  freedom,  of  the  labors  of  Franklin, 
Morris,  Paine,  Lafayette,  Pitt. 

24.  Sketch  briefly  the  contents  of  the  Declaration  of  Independence. 

25.  Give  a  brief  outline  of  the  Articles  of  Confederation. 

26.  Tell  all  you  know  of  the  convention  that  framed  the  Constitution. 

27.  Name  and  explain  briefly  our  "Free  Institutions." 

28.  What  is  meant  by  our  diplomatic  relations  with  other  nations? 

29.  Give  briefly  the  great  problems  before  the  United  States  in  Wash- 
ington's administration. 

30.  In  what  did  the  views  of  the  Federalists  differ  from  those  of  the 
Anti-Federalists? 

31.  Why  did  the  Anti-Federalists  sympathize  with  France? 

32.  Could  the  second  war  with  England  have  been  averted?    If  so,  how? 

33.  What  is  the  reason  for  inventions?     Their  effect? 

34.  Name  and  describe  briefly  the  great  inventions  of  Americans. 

35.  Why  did  manufactures  receive  so  little  attention  before  the  Revo- 
lution? 

36.  State  the  terms  of  the  Louisiana  purchase  and  its  advantages. 

37.  Was  the  Louisiana  purchase  constitutional? 

38.  What  is  meant  by  the  spoils  system?     Should  there  be  spoils  in 
public  service? 

39.  Explain  civil  service  reform. 

40.  State  as  fully  as  you  can  the  Monroe  Doctrine. 

41.  Give  full  history  of  the  Missouri  Compromise. 

42.  What  do  you  understand  by  the  doctrine  of  States'  Rights? 

43.  On  what  ground  was  the  war  with  Mexico  justifiable? 

44.  Give  a  history  of  slavery  in  the  United  States. 

45.  Give  the  main  features  of  the  Emancipation  Proclamation. 

46.  Why  was  reconstruction  a  difficult  problem? 

47.  Explain  fully  the  purpose  of  the  last  three  amendments  to  the 
Constitution. 

48.  Make  a  map  showing  the  growth  of  the  United  States  in  territory, 
with  cost  of  each  acquisition. 

49.  What  is  meant  by  the  gold  standard? 

50.  What  is  meant  by  fiat  money? 

51.  What  do  you  think  of  the  treatment  of  the  Indians  by  the  United 
States  since  1789? 

52.  What  have  been  some  of  the  great  calamities  which  have  befallen 
the  people  of  the  United  States? 


CIVICS-EIGHTH  YEAR.  137 

CIVICS. 

ALTERNATION. — The  eighth  year  civics  may  alternate  with  the  physi- 
ology of  the  seventh  year.  During  1903-4  study  civics,  and  during 
1904-5  both  seventh  and  eighth  year  classes  study  physiology.  So  con- 
tinue to  alternate  civics  and  physiology  from  year  to  year. 

BOOKS. — The  pupil  should  have  an  elementary  text  in  State  and 
National  government.  The"  teacher  or  the  school  should  have  a  com- 
plete treatise  on  the  National  government  to  make  clear  the  clauses  »f 
the  United  States  Constitution  and  to  serve  as  a  final  authority  in  case  of 
doubt. 

AIM. — The  aim  should  be  to  make  the  study  as  concrete  as  possible. 
Find  out  the  name  and  if  possible  secure  a  portrait  of  all  the  officers  of 
note.  Have  the  children  call  on  the  local  officials  and  interview  them  as 
to  their  duties  and  methods  of  transacting  public  business. 

NOTE-BOOKS. — Each  pupil  should  keep  a  note-book  in  which  he 
records  the  chief  points  of  information.  Where  possible,  pupils  should 
be  elected  to  the  different  offices.  The  class  can  be  the  House  of  Repre- 
sentatives while  they  are  studying  that  and  then  become  the  Senate,  the 
President  and  Cabinet.  The  same  plan  can  be  used  in  State,  County  and 
Town  government.  But  first  of  all  the  teacher  must  know  the  subject. 

The  references  are  to  the  Article,  Section  and  Clause  of  the  Constitu- 
tion of  the  United  States;  1,  2,  3  means  Article  1,  Section  2,  Clause  3. 

FIRST  MONTH. 

KINDS  AND  PURPOSES  OF  GOVERNMENT. — National,  State,  County, 
Town,  City,  and  Village.  What  the  national  laws  are  about.  Treaties,  war, 
defense  of  the  states,  money,  the  rights  of  the  states,  rights  of  citizens  in 
different  states,  river  and  harbor  improvement,  national  roads,  taxing  for 
national  expenses.  What  state  laws  are  about,  protection  of  the  rights  of 
persons  and  property,  education,  care  of  unfortunates,  taxing  for  state 
expenses,  regulating  the  conduct  of  men  toward  each  other. 

What  county  laws  are  about,  roads  and  bridges,  taxing  for  county 
expenses,  the  care  of  the  poor  of  the  county,  duties  and  salaries  of  officers. 

What  town  laws  are  about,  care  of  highways,  regulating  the  running 
abroad  of  stock,  drainage,  preventing  the  spread  of  injurious  weeds  and 
contagious  diseases.  What  city  and  village  laws  are  about,  streets,  drain- 
age, sidewalks,  lighting,  water  supply,  the  sale  of  intoxicants.  The  con- 
duct of  citizens. 

NATIONAL  GOVERNMENT. — Three  kinds  of  work  in  governing — mak- 
ing laws,  executing  laws,  interpreting  laws  (explaining  what  laws  mean, 
deciding  whether  the  one  accused  has  violated  the  law,  and  what  his  pun- 
ishment shall  be,  deciding  whether  a  law  is  in  agreement  with  the 
supreme  law,  the  constitution).  Three  departments  of  government:  leg- 
islative, executive,  judicial.  What  are  the  advantages  of  this  plan? 

LEGISLATIVE  DEPARTMENT. — In  whom  vested?  Art.  1,  section  1,  para- 
graph 1.  House  of  Representatives.  How  composed,  1,  2,  1.  Who  is 
eligible,  1,  2,  2.  When  elected,  1,  (2-4),  1.  Powers  of  the  House; 
exclusive  legislation,  1,  7,  1.  Impeachment,  1,  2,  5.  Elective,  house 


138  CIVICS-EIGHTH  YEAR. 

offices,  1,  2,  5.  President  of  the  United  States,  12th.  amendment.  Senate. 
How  composed,  1,3,  1.  Eligibility,  1,  3,  3.  Term  and  by  whom  chosen, 
1,  3,  1.  When  chosen,  1,  3,  2.  How  classed,  1,  3,  2.  Vacancies  filled, 
1,  3,  2.  Vice-Presideiit,  1,  3,  4.  President  pro  tempore,  1,  3,  5.  Chief 
Justice,  1,  3,  6.  Powers  of  Senate — (1)  executive,  2,  2,  2.  (2)  elective, 
senate  officers;  1,  3,  5.  Vice-President  U.  S.,  12th  amendment.  (3) 
judicial,  1,  3.  6.  Name  your  Representative;  Senators,  the  Speaker  of  the 
House,  and  Vice-President. 

SECOND  MONTH. 

CONGRESS. — Membership,  1,  5,  1.  Ineligibility  to  office,  1,  6,  2. 
Business  quorum,  1,  5,  1.  Rules  and  punishment,  1,  5,  2.  Yeas  and 
nays,  1,  5,  3.  Adjournment,  1,  5,  4.  Official  oath,  6,  — ,  3.  Salaries,  1, 
6,  1.  Official  privileges,  1,  6,  1. 

POWERS. — Financial:  Secure  money  by  taxes,  1,  8,  1.  Borrowing, 
1,  8,  2.  Selling  land  and  property,  4,  3,  2.  Pay  out  money  for  United 
States  debts,  common  defense,  general  welfare,  1,  8,  1. 

Regulate  Commerce,  1,  8,  3.  Coin  money,  fix  value  of  coin,  1,  8,  5. 
Naturalization,  1,  8,  4.  Penalties,  counterfeiting,  1,  8,  6.  Crimes  on 
high  seas,  1,  8,  10.  Laws  of  nations,  1,  8,  10.  Treason,  3,  3,  (1-2). 
Postal,  1,  8,  7.  Patents,  1,  8,  8.  War;  declaration,  1,  8,  11.  Armies,  1, 
8,  12.  Navy,  1,  8, 13.  Rules,  1,  8, 14.  Militia,  1,  8,  (15-16).  Judiciary; 
inferior  courts,  1,  8,  9.  Place  of  trial,  3,  2,  3.  Restrictions,  3,  2,  2. 
Territory;  control  and  sell,  4,  3,  2.  Seat  of  government,  1,  8,  17.  New 
states,  4,  3, 1.  States;  elections,  members  of  congress,  1,  4, 1.  Presiden- 
tial electors,  2,  1,  4.  Imports,  1,  10,  2.  Executive  vacancy,  2,  1,  6. 
Appointments,  2,  2,  2.  Constitutional  amendment,  Art.  5.  General  law 
making,  1,  8,  18.  Meetings,  1,  4,  2. 

BILLS. — How  a  bill  becomes  a  law.  First  way:  Passed  by  Congress, 
delivered  to  President,  signed  by  President,  1,  7,  2.  Second  way:  Passed 
by  Congress,  delivered  to  President,  vetoed  by  President,  reconsidered  by 
Congress,  passed  by  two-thirds  of  each  house  of  Congress,  1,  7,  2.  Third 
way:  Passed  by  Congress,  delivered  to  President,  neglect  to  approve  or 
veto,  1,  7,  2. 

EXECUTIVE  DEPARTMENT. — Vested  in  President,  2,  1,  1.  Term,  2,  1, 
1.  Eligibility,  2,  1,  5.  HOAV  elected;  by  electors,  appointment,  2,  1,  2. 
Number,  2,  1,  2.  Proceedings  at  meeting.  Proceedings  in  Congress, 
12th  amendment.  By  House  of  Representatives,  12th  amendment.  Oath 
of  office,  2,  1,  8.  How  removable,  2,  4,  1.  Salary,  2,  1,  7. 

THIRD  MONTH. 

THE  PRESIDENT. — Powers  and  duties.  Commander-in-chief  of  army 
and  navy,  2,  2,  1.  Require  opinion  of  Cabinet,  2,  2,  1.  Grant  reprieves 
and  pardons,  2,  2,  1.  Make  treaties,  2,  2,  2.  Nominate  and  appoint  offi- 
cers, 2,  2,  2.  Fill  vacancies,  2,  2,  3.  Send  message  to  Congress,  2,  3,  1. 
Convene  and  adjourn  Congress,  :?,  3.  Veto  and  approve  bills,  1,  7,  (2-3). 
Receive  Ambassadors  and  Ministers,  2,  3.  Execute  the  laws  of  the  United 
States,  2,  3.  Commission  officers,  2,  3. 


CIVICS-EIGHTH  YEAR.  139 

THE  CABINET. — Get  a  clear  idea  of  what  each  cabinet  officer  does,  and 
who  the  present  one  is.  Secretary  of  State.  The  duties  of  Ambassadors, 
Ministers  and  Consuls.  Secretary  of  the  Treasury.  Treasurer  of  the 
United  States.  Register  of  the  Treasury.  The  Auditor.  Comptroller  of 
the  Currency.  Commissioner  of  Customs.  Secretary  of  War.  Adjutant 
General.  Inspector  General.  Quartermaster  General.  Commissary 
General.  Secretary  of  the  Navy,  duties.  Secretary  of  the  Interior,  duties. 
Postmaster  General,  duties.  Attorney  General,  duties.  Secretary  of 
Agriculture,  duties.  Secretary  of  Commerce  and  Labor,  duties. 

THE  ARMY. — Organization.  President  is  Commander  in  Chief.  The 
Lieutenant  General  controls  all  the  armies  for  the  President.  A  Major 
General  commands  a  corps  of  20,000  to  30,000  men  or  a  division  of 
7,000  to  9,000  men.  A  Brigadier  General  commands  a  brigade,  2,500 
to  4,000  men.  A  Colonel  commands  a  regiment,  1,372  men.  The  Lieu- 
tenant Colonel  assists  the  Colonel.  A  Major  commands  a  battalion,  454 
men.  A  Captain  commands  a  company,  114  men. 

FOURTH  MONTH. 

JUDICIAL  DEPARTMENT. — Duties.  Where  vested,  3,  1.  Judges'  ap- 
pointment, 2,  2,  2.  Oath  of  office,  6,  — ,  3.  Tenure  of  office,  3, 1.  How 
removable,  2,  4.  Salary,  3,  1.  United  States  Courts,  3,  2,  1,  and  llth 
amendment.  Supreme  Court,  original  jurisdiction,  3,  2,  2.  Appellate 
jurisdiction,  3,  2,  2.  Chief  Justice.  Number  of  supreme  judges.  Trial 
for  crimes,  3,  2,  3.  Trial  for  treason,  3,  3.  Inferior  courts,  3,  1, 1.  Cir- 
cuit courts.  How  many?  Who  presides?  District  courts.  How  many? 
Who  presides? 

PROHIBITIONS  ON  THE  UNITED  STATES. — Habeas  Corpus,  1,  9,  2.  Bill 
of  Attainder  and  ex  post  facto  law,  1,  9,  3.  Interstate  commerce,  1,  9,  6, 
Export  duties,  1,  9,  5.  Public  money,  1,  9,  7.  Public  money  for  army, 
1,  8,  12.  Repudiation,  6,  — ,  1,  and  14th  amendment  part  4.  Religious 
freedom,  1st  amendment.  Civil  freedom,  1st  amendment. 

RIGHTS  OF  STATES. — Representation  in  Congress,  1,  2,  3  and  1,  3,  1. 
Privilege  of  citizenship,  14th  amendment  and  4,  2,  1.  State  dismember- 
ment, 4,  3,  1.  Elections,  1,  4, 1.  Militia,  1,  8,  16.  Protection  by  United 
States.  4,  4.  Fugitives  from  justice,  4,  2,  2.  Rights  and  powers  reserved, 
9th  and  10th  amendments. 

STATE  SUBORDINATION. — Art.  5  and  7.  Supremacy  of  United  States 
authority,  6,  — ,  2.  Oath  of  state  officials,  6,  — ,  3.  State  prohibitions, 
state  relations,  1,  10,  (1-3).  Commercial,  1,  10,  2.  War,  1,  10,  (1-3). 
Bill  of  attainder  and  ex  post  facto  law  1,  10,  1.  Title  of  nobility,  1,  10, 
1.  Duties,  1,  10,  (2-3).  Soldiers  not  quartered  in  homes,  3d  amendment. 
Searches  and  seizures,  4th  amendment.  Rights  of  life,  liberty,  property, 
trial,  5th  amendment.  Rights  of  criminal  prosecution,  Gth  amendment. 
Rights  of  civil  action,  7th  amendment.  Rights  in  trial  for  treason,  3,  3,  2, 


140  CIVICS— EIGHTH  YEAR. 

FIFTH  MONTH. 

GOVERNMENT  OF  STATE. — What  is  the  purpose  of  the  constitution? 
What  are  the  rights  of  a  state  in  the  union?  In  what  respect  is  a  state 
subordinate  to  the  United  States  government?  What  is  prohibited  to  a 
State?  About  what  does  a  State  make  laws? 

'  LEGISLATIVE  DEPARTMENT. — Vested  in  General  Assembly.  What  con- 
stitutes the  General  Assembly?  When  does  it  meet?  Describe  how  a 
law  is  passed.  How  does  it  choose  a  United  States  Senator? 

THE  SENATE. — How  many  senatorial  districts?  How  are  they  named? 
When  do  the  districts  elect  Senators?  What  is  the  advantage  of  this 
plan?  How  long  is  a  senatorial  term?  Who  presides  over  the  Senate? 
What  else  than  helping  to  make  laws  does  the  Senate  do?  In  what  dis- 
trict do  we  live,  and  vho  is  our  Senator? 

THE  HOUSE  OF  REPRESENTATIVES. — From  what  districts  are  represen- 
tatives elected?  How  many  from  each?  How  many  in  the  State?  Length 
of  term,  and  when  elected?  Explain  "minority  representation".  How 
may  a  voter  mark  his  ballot  for  representatives?  What  is  the  purpose  of 
minority  representation?  Who  presides  in  House  of  Representatives? 
How  is  he  chosen?  Name  other  officers  of  the  House,  and  state  what  are 
their  duties.  Explain  how  business  is  done  by  means  of  committees. 
What  are  the  advantages  of  this  plan?  Who  are  our  Representatives? 

SIXTH  MONTH. 

STATE  EXECUTIVE  DEPARTMENT. — Vested  in  whom?  How  does  this 
differ  from  the  national  executive?  Name  the  executive  officers.  Which 
are  elected  for  four  years?  Which  may  not  succeed  himself?  Governor, 
the  chief  executive.  What  are  his  duties?  What  is  the  purpose  of  his 
message?  Of  what  subjects  does  it  treat?  Powers  of  the  Governor:  Extra 
session  of  General  Assembly;  minor  offices;  reprieves,  commutations  and 
pardons;  bills;  militia.  How  may  a  law  be  passed  over  the  Governor's 
veto?  Where  are  the  soldiers  in  the  militia?  For  what  may  they  be 
called  out?  Who  is  our  Governor?  Lieutenant  Governor.  Who  is  he? 
What  are  his  duties?  Secretary  of  State.  Who  is  he,  and  what  are  his 
duties?  Auditor  of  Public  Accounts.  Who  is  he,  and  what  are  his  duties? 
State  Treasurer.  Who  is  he,  and  what  are  his  duties?  Explain  how  dis- 
honesty in  the  Treasurer's  office  can  be  known  to  the  Auditor.  Why  is 
the  Treasurer  placed  under  such  heavy  bonds?  Superintendent  of  Public 
Instruction.  Who  is  he,  and  what  are  his  duties?  Attorney  General. 
Who  is  he,  and  what  are  his  duties. 

STATE  INSTITUTIONS.  —  Educational.  State  University,  State  Nor- 
mal schools.  Where  located,  and  what  is  their  purpose?  Charitable. 
Hospital  for  the  Insane,  Institution  for  the  Deaf  and  Dumb,  Institution  for 
the  Blind,  Asylum  for  Feeble  Minded  Children,  Soldiers'  Orphans'  Home. 
Their  location  and  purpose.  Penal  and  Reformatory.  State  Peniten- 
tiaries, State  Reformatory,  Home  for  Juvenile  Offenders.  Their  location 
and  purpose. 

SEVENTH  MONTH. 

JUDICIAL  DEPARTMENT. — In  whom  vested?  Supreme  Court.  How 
many  judges?  How  is  the  Chief  Justice  chosen?  Where  does  it  meet? 


CIVICS-EIGHTH  YEAR.  141 

Who  keeps  the  records?  In  what  cases  has  it  original  jurisdiction?  In 
what  cases  has  it  appellate  jurisdiction?  In  what  cases  are  its  decisions 
not  final?  Who  are  the  present  supreme  judges?  Appellate  Courts. 
Where  are  they  held?  How  are  the  judges  appointed?  What  cases  may 
not  come  before  these  courts?  Circuit  Courts.  How  many  circuits  are 
there?  How  many  judges  in  each  circuit?  How  are  judges  elected?  In 
what  cases  have  they  original  jurisdiction?  In  what  cases  appellate  ju- 
risdiction? What  are  the  duties  of  the  Master  in  Chancery?  Trial  by 
Jury.  Who  decides  cases  in  the  Supreme  and  Appellate  Courts?  What 
is  a  jury?  What  are  its  duties?  What  is  the  duty  of  a  judge  in  a  trial 
by  jury?  What  is  the  grand  jury?  By  whom  appointed?  How  does  it 
investigate  cases?  What  is  an  indictment? 

COUNTY  GOVERNMENT. — Two  kinds  of  county  government — county 
organization,  township  organization.  Legislative  Department.  Board 
01  Supervisors.  How  are  members  elected?  For  what  term?  Are  all 
elected  the  same  year?  Who  is  clerk  of  the  board?  How  does  it  trans- 
act business?  Duties?  Powers?  How  are  suitable  men  selected  on 
juries?  County  Commissioners.  Their  duties?  Ezecutive  Department. 
In  whom  vested?  Sheriff.  His  executive  duties?  His  judicial  duties? 
How  is  he  able  to  put  down  an  insurrection?  Who  is  our  sheriff? 
County  Clerk.  What  are  his  judicial  duties?  His  executive  duties? 
How  is  county  money  paid  out?  Who  is  our  County  Clerk?  County 
Treasurer.  What  are  his  duties  as  Treasurer?  As  Supervisor  of  Assess- 
ments? As  Collector?  What  constitutes  the  Board  of  Review?  What 
are  its  duties?  Who  is  our  Treasurer?  The  Recorder.  What  are  his 
duties?  Who  is  our  Recorder?  The  Surveyor.  His  duties.  How 
paid?  Who  is  our  Surveyor?  The  County  Superintendent  of  Schools. 
His  duties.  Who  is  our  Superintendent?  Judicial  Department.  County 
Court.  In  what  cases  has  it  exclusive  jurisdiction?  What  civil  cases? 
What  criminal  cases?  Who  is  our  County  Judge?  Probate  Court. 
What  is  probate  business?  Who  is  our  Probate  Judge?  Probate  Clerk. 
His  duties.  Who  is  our  Probate  Clerk?  State's  Attorney.  His  duties. 
Who  is  our  State's  Attorney?  Coroner.  His  duties.  Who  is  our  Coroner? 

EIGHTH  MONTH. 

TOWN  GOVERNMENT. — What  is  the  difference  between  a  town  and  a 
township?  The  town  meeting.  When  is  it  held?  Who  presides?  Who 
keeps  the  records?  How  is  the  election  conducted?  What  is  usually 
done  at  the  town  meeting?  Town  officers.  Who  are  they,  and  their 
duties?  Supervisor.  Town  Clerk.  Assessor.  How  does  he  know  what 
land  is  to  be  assessed?  Collector.  How  does  he  know  how  imich  taxes 
to  collect  from  each  one?  What  is  done  if  a  man  refuses  to  pay  his 
tuxes?  Highway  Commissioners.  Justice  of  the  Peace.  In  what  civil 
cases  has  he  jurisdiction?  In  what  criminal  cases?  What  does  he  do 
with  a  person  accused  of  a  felony?  Constable. 

LAND  SURVEY. — What  is  a  township?  What  is  a  principal  meridian? 
What  is  a  base  line?  What  are  township  lines?  From  what  principal 
meridian  is  our  township  described?  What  are  correction  lines?  What 


142  VOCAL  MUSIC. 

is  a  section?  How  are  they  numbered?  How  is  a  section  divided? 
Describe  our  township.  Describe  the  section  on  which  the  schoolhouse 
stands.  Describe  the  quarter-section  on  which  it  stands.  Describe  the 
eighth-section  on  which  it  stands. 

PUBLIC  SCHOOL   GOVERNMENT. 

TOWNSHIP  TRUSTEES. — How  many?  How  and  when  elected?  Duties 
as  to  school  district  boundaries,  school  property,  school  funds. 

TOWNSHIP  TREASURER. — How  appointed?  Duties  as  to  records,  reports 
to  County  Superintendent,  school  funds. 

SCHOOL  FUND. — Township  school  fund  secured  from  sale  of  16th  sec- 
tion given  to  each  township  by  the  United  States  government.  This  is 
loaned  by  the  Treasurer  and  the  interest  only  distributed  to  the  districts 
every  year  by  the  Trustees. 

STATE  SCHOOL  FUND. — Interest  of  which  is  distributed  by  the  state 
every  year,  about  6  cents  for  each  child  in  school.  State  appropriation 
from  state  taxes  distributed  each  year,  about  $1.12  for  each  child.  Dis- 
trict tax,  about  $  16.00  for  each  child  in  school.  Who  levies  the  district 
tax?  Who  safely  keeps  it?  How  is  all  the  money  belonging  to  a  district 
paid  out? 

THE  SCHOOL  DISTRICT. — The  usual  size.  Location  of  house.  Board 
of  Directors — when,  how,  and  by  whom  elected?  How  organized?  Duties 
of  the  Clerk.  Meetings  of  Board.  Duties  of  Board.  Purpose  of  the 
school.  Why  should  all  the  property  pay  taxes  for  all  the  children's 
schooling?  Duties  of  the  teachers  to  the  district,  to  each  child.  Duties 
of  the  pupil  to  the  teacher,  to  the  school  as  a  whole,  to  other  pupils,  to 
himself. 


VOCAI,  MUSIC. 

GENERAL   DIRECTIONS. 

In  selecting  songs  and  song  material  the  teacher  should  observe  the 
following  suggestions:  Both  words  and  music,  should  be  of  good  quality. 
The  sentiment  of  the  words  should  be  for  the  most  part,  childlike  in 
character.  Nature,  Season,  and  Home  songs  should  predominate.  The 
compass  of  a  song  or  an  exercise,  i.  e.  from  its  lowest  to  its  highest  tone, 
should  be  within  the  limits  of  the  children's  voices. 

The  key  of  a  song  or  an  exercise  may  be  changed  to  a  higher  or 
lower  one,  in  order  to  keep  its  tones  within  reach  of  the  voices.  Effect 
this  change  by  sounding  a  higher  or  lower  pitch  for  "do". 

When  singing  without  an  instrument, — (only  rote  songs  are  sung 
with  an  instrument)  give  the  sound  of  "do"  frequently  during  the  lesson, 
in  order  to  keep  the  singers  on  the  pitch. 

Do  not  allow  lend  and  boisterous  singing,  but  insist  on  a  light,  yet 
free,  quality  of  tone.  All  tones  used  are  a  part,  of  the  great  Tonal  Sys- 
tem. The  function  of  a  tone  varies  with  each  key.  To  state  the  tone's 
place  in  the  Tonal  System  we  use  the  terms,  a,  b,  c,  etc.;  sometimes  add- 
ing the  suffix  "sharp",  or  "fiat". 


VOCAL  MUSIC.  143 

To  state  its  function,  or  characteristic  mental  effect  in  a  music  piece, 
we  use  the  terms,  one,  two,  three,  etc.,  or,  do,  re,  mi,  etc. 

The  names  of  notes  and  rests  are  expressed  in  fractional  terms: 
whole  note,  half  note,  etc.;  half  rest,  quarter  rest,  etc.  Their  value,  i.  e. 
the  length  of  tone,  or  silence  respectively,  which  their  shapes  indicate  is 
expressed  in  terms  of  beats,  or  counts. 

Oral  exercises  should  precede,  (when  possible)  the  representation, 
and  development  of  all  new  musical  problems.  The  thing  before  the 
sign. 

Rote-song  singing  should  be  continued  throughout  the  year.  As 
soon  as  the  first  rote  song  is  partly  learned,  the  topics  following  should 
be  taken  up  in  order.  This  will  give  variety  to  the  lesson.  The  rote 
songs  suggested  in  this  course  may  be  obtained  from  C.  M.  Parker, 
Taylorville,  HI. 

FIRST  MONTH. 

SONG  SINGING. — During  the  month  teach  two  or  three  rote  songs. 
The  following  are  suggested:  1.  Welcome  Bright  Morning.  2.  Autumn 
Song.  3.  Golden  Rod. 

SCALE  SONGS. — Teach  by  rote,  at  least  two  scale  songs.  (A  scale  song 
consists  of  two  lines  of  poetry  of  eight  words  or  syllables  each,  which  is 
sung  to  the  tune  of  the  scale,  ascending  and  descending.)  Use  a  conven- 
ient pitch  for  starting  tone.  The  following  are  samples  of  scale  songs: 

1.  "When  the  au-tumn  days  are  o-ver, 
Come  the  days  so  dull  and  so-ber. 

2.  Oh  hear  the  pat-ter  of  the  rain, 

." '    Now  fall-ing  on  the  win-dow  pane. 

ACCENT. — In  singing  scale  song  No.  1  the  first,  and  then  each  alter- 
nate syllable  should  be  strongly  emphasized.  In  No.  2  the  accent  falls 
on  the  second,  and  then  on  each  alternate  syllable. 

TWO-PART  MEASURE. — The  order  in  which  the  accented  and  unaccent- 
ed tones  come  in  these  scale  songs  produces  two-part  measure.  In  No.  1 
— strong,  weak.  In  No.  2,  weak,  strong.  State  this  fact. 

RECITING  MEASURE. — To  further  develop  a  feeling  for  accent  and 
measure  have  class  recite,  "strong,  weak",  etc.;  also  "weak,  strong",  etc., 
always  emphasizing  the  word  strong.  "Left,  right",  and  "one,  two",  may 
also  be  used. 

THE  PENDULUM. — A  string  about  27  inches  long,  with  small  weight 
attached,  suspended  from  a  fixed  point,  will  serve  as  a  swinging  pendu- 
lum. Set  it  in  motion,  and  with  his  eyes  fixed  on  it,  the  pupil  may  recite 
two-part  measure  as  above. 

THE  MAJOR  SCALE. — The  tune  of  the  scale  song,  which  is  the  major 
scale,  should  now  be  sung  ascending,  and  descending,  as  follows:  1.  Sing 
with  the  names:  one,  two,  three,  four,  five,  six,  seven,  eight,  eight,  seven, 
six,  etc.  2.  Sing  with  the  syllables:  do,  re,  mi,  fa,  sol,  la,  ti,  do,  do,  ti, 
la,  etc.  3.  With  some  neutral  syllable,  such  as,  law,  lo,  loo,  etc.  4.  Half 
of  class  sing  with  names  while  other  half  sing  with  syllables.  (Class 
should  learn  to  associate  one  and  do,  two  and  re,  etc.)  5.  Sing  scale, 


144  VOCAL  MUSIC. 

watching  pendulum.  Accent  as  you  did  in  the  scale  songs.  6.  Sing 
scale,  and  lightly  tap  on  desk — each  tone  one  tap  or  beat  long.  Name 
the  tone  lengths. 

REPRESENTATION — THE  LADDER. — Draw  a  ladder  placing  the  numerals 
one  to  eight  upon  the  rounds.  With  pointer  in  hand  lead  the  class  to  sing 
the  ascending  and  descending  scale  from  it;  by  name,  syllable,  neutral 
syllable,  etc. 

PARTS  OF  SCALE. — (From  here  on  the  teacher  must  not  sing  for  nor 
with  the  class,  except  in  the  rote  songs.)  Class  sing  by  syllable,  begin- 
ning the  ascending  scale  and  stopping  with  tone  5,  (sol).  Next,  always 
beginning  with  tone  1,  (do),  stopping  with  tone  3;  with  6;  with  4;  with  2. 
Now,  always  beginning  with  8,  stop  with  5,  (sol);  with  3;  with  6;  with  4; 
with  7;  with  2. 

THE  STAFF. — Draw  a  staff,  without  clef.  Represent  upon  it  the  ascend- 
ing scale — letting  the  first  line  hold  the  numeral  1;  first  space  hold  2,  etc. 
During  the  next  three  or  four  lessons  you  should  change  "do's"  position 
several  times.  Let  first  space  hold  1;  next  place  1  on  second  line,  show- 
ing how  a  space  is  added  to  the  staff.  Now  represent  the  descending 
scale,  with  8  in  fourth  space;  next  with  8  on  fourth  line,  adding  space 
below;  next  with  8  in  third  space,  adding  a  line  below.  The  class  must 
be  kept  at  singing.  Any  convenient  pitch  will  do  for  "one".  Mere  state- 
ments as  to  the  various  "do"  positions,  the  number  of  lines  and  spaces, 
and  the  additions  to  the  staff,  are  apt  to  deaden  the  child's  interest.  Vary 
the  work  of  each  lesson  as  much  as  possible.  Try  to  have  a  few  pupils 
sing  or  do  some  of  the  already  familiar  things,  and  thus  pave  the  way  to 
individual  work. 

SECOND  MONTH. 

SONG  SINGING. — Two  or  three  new  rote  songs  should  be  learned 
during  the  month.  The  following  are  suggested:  1.  Song  of  Autumn. 
2.  Southward  Fly  the  Birds.*  3.  Father,  We  Thank  Thee. 

THE  TREBLE  or  G-  CLEF. — Place  the  clef  upon  the  staff.  Teach  that 
it,  without  additional  signs,  fixes  the  first  added  line  below  the  staff  as 
"one's"  place. 

NOTES. — Represent  ascending  and  descending  scale  upon  this  staff, 
but  use  quarter  notes  now  instead  of  the  numerals.  Sing. 

THE  BAR. — Class  sing  scale,  with  accent  as  in  scale  songs  numbers 
1  and  2.  Teacher  places  a  bar  (short  vertical  line)  before  each  note  which 

represents  a  strong  tone.     Teach  that  the  bar  shows  where  to  accent. 

2 
THE  FRACTION. — Before  quitting  the  above  exercise  place  .  after  the 

clef.  Teach  that  the  upper  figure  shows  the  number  of  beats  or  counts 
in  each  measure;  the  lower  figure  (4)  shows  what  kind  of  a  note  (a  quarter 
in  this  instance)  stands  for  a  one-beat  tone. 

TONE  RELATIONSHIP — INTERVAL  DRILL. — Study  the  tones  named  in 
group  1,  below,  in  three  ways:  (a)  from  dictation;  (b)  point  from  ladder; 
(c)  point  from  staff.  (The  class  sings  with  syllables.  In  the  dictation 
work,  the  teacher  calls  the  numeral  name  of  tone  and  class  responds  by 


VOCAL  MUSIC.  145 

singing  same  with  the  proper  syllable,  holding  each  until  next  is  called. 
The  teacher  pauses  at  each  dash.     Use  convenient  pitch  for  "one".) 

GROUP  1.— 1,  2,  3,  4, 5.—  1,  2,  3,  4,  5, 1.—  1, 2, 3, 4.—  1,  2,  3, 4, 1.— 

1,  2,  3.—  1,  2,  3,  1.—  1,  2,  1.—  1,  2,  2,  1.—  1,  2,  3,  3,  2,  1—  1,2,3,4, 
4,  3,  2,  1.—  1, 2, 3, 4, 5, 5, 4, 3, 2, 1.—  8, 7, 6, 5—  8, 7, 6, 5, 8  —  8, 7, 6.— 
8,  7,  6,  8—  8,  7,  8.— 

THE  TWO-BEAT  TONE. — (Oral  exercise.)    Use  following  melody:    1,  2, 

3,  4,  5,  4,  3,  2,  1.     Class  sing  by  "syllable,  while  pendulum  swings,  or 
while  they  tap  on  desks;  each  tone  one  swing  or  tap  long.     Sing  again 
holding  first  four  tones  each  one  swing,  and  each  of  the  others  two  swings. 
Reverse  the  order  of  tone  lengths.     For  a  change  use  the  melody:     8,  7, 
6,  5,  6,  7,  8.     Review  this  from  representation,  using  staff,  clef,  fraction, 
bars,  and  notes.     Let  two  quarter  notes  tied,  i.  e.  joined  with  a  curved 
line,  represent,  for  a  short  time,  a  two-beat  tone,  after  which  use  a  half 
note  for  that  purpose.    Place  a  double  bar  at  close  of  staff,  to  show  the 
end  of  an  exercise. 

INTERVAL  STUDY — GROUP  2. — Study  this  as  you  did  group  1.     1, 2, 1, 

2,  3,  2,  1.—  1,  2,  3,  4,  3,  4,  3,  2,  1.—  1,  2,  3,  4,  5,  4,  5,  1.—  1,  2, 3,  3, 1, 

3,  2,  1.—  1,  2,  3,  4,  4,  1,  4,  1.—  1,  2,  3,  4,  5,  5,  1,  5,  1.—  1,  2,  3,4,5,6, 
6,  1,  6,  1.—  8,  7,  6,  5,  5,  8,  5,  8.—  8,  7,  6,  6,  8,  6,  8.—  8,  7,  7, 8.—  8,  7, 
6,  5,  5,  6,  5,  6,  7,  8.—  8,  7,  6,  6,  7,  6,  7,  8—  1,  2,  3,  1,  3,  2, 1.—  1, 2, 3, 

4,  5,  5,  4,  3,  5,  3,  1.—  1,  3,  5,  3,  1.—  1,  3,  5,  5,  6,  7,  8.—  8,  7, 6, 5, 8, 5, 

4,  3,  2,  1.—  1,  3,  5,  8,  5,  3,  1.— 

The  following  may  be  taken  up  before  finishing  group  2: 
THE  ONE-BEAT  REST. — (Oral  exercise.)  1.  Sing  following  melody, 
each  tone  one  swing  or  tap  long:  1,  1,  2,  2,  3,  2,  1.  2.  Sing  again,  this 
time  omitting  all  repeated  tones,  but  waiting  one  swing  or  tap  for  each 
repeated  tone.  3.  Sing  as  under  (2),  but  whisper  the  word  rest  during 
the  "wait".  4.  Represent  with  staff,  in  two-four  time  using  a  quarter  rest 
to  represent  the  one-beat  silent  parts.  Practice  in  observing  rests  may 
be  had  in  other  ways  which  the  teacher  should  try  to  discover  for  herself. 

THIRD  MONTH. 

SONG  SINGING. — Rote  songs  to  be  learned  during  the  month.  Unless 
all  of  the  work  outlined  under  the  first  two  months  has  been  quite  well 
covered,  nothing  new  should  be  attempted.  Songs  suggested:  1.  Falling 
Leaves;  2.  Be  Thankful;  3.  Thankful  Children. 

TEXT-BOOK. — A  text-book,  containing  short  and  simple  exercises  and 
songlets,  in  the  hands  of  the  pupils,  is  now  very  desirable.  It  is  neces- 
sary that  at  least  the  teacher  have  a  book.  The  material  may  then  be 
spread  upon  the  blackboard. 

MATERIAL  FOR  STUDY. — The  exercises  and  little  songs  to  be  studied 
by  note  should  contain  no  problem  that  has  not  been  previously  prac- 
ticed. On  the  other  hand,  any  element  once  taken  up  for  study,  must  be 
kept  constantly  before  the  pupil's  mind.  So  far  these  elements  are:  The 
scale,  intervals,  accent,  measure,  one,  and  two-beat  tones,  one-beat  silent 
parts;  staff,  clef,  "do's  place,"  key  of  C,  fraction,  notes,  rests,  and  bars. 

NEW  PROBLEMS. — If. a  new  problem  appears  in  a  "coming"  book 


146  VOCAL  MUSIC. 

exercise,  prepare  for  it  in  advance ;  orally  or  from  board  representation. 

THE  EXERCISE — (A  melody  without  words,  such  as  are  found  in 
abundance  in  all  text-books,  is  called  an  "Exercise").  It  may  be  studied 
as  follows:  (a)  the  numeral  or  syllable  names  of  tones  spoken;  (b)  the 
tone  lengths,  measure  and  accent  observed;  (c)  sung  by  syllable;  and 
after  it  is  correctly  done,  the  class  may  (d)  attempt  to  sing  each  tone  with 
a  neutral  syllable. 

THE  SONG. — After  treating  the  melody  of  a  song  as  you  did  the 
"Exercise,"  have  the  words  studied  and  then  sung. 

INTERVAL  STUDY. — During  this  month  study  the  following  group  as 
you  did  groups  1  and  2. 

GROUP  3.— 1,  2,  2,  3,  4,  2,  4,  2,  1.—  1,  3,  5,  3,  4,  2,  1.—  1,  2,  3,  4, 
5,  6,  6,  5,  4,  6,  4,  6,  4,  3,  2,  1.—  1,  2,  3,  4,  5,  6,  5,  4,  6,  4,  2,  5,  1.—  1, 

3,  2,  3,  4,  2,  1.-  1,  3,  2,  4,  3,  5,  4,  2,  1.—  1,  3,  5,  6,  4,  2,  1.-  8,  7,  6, 5, 
8,  5,  8.—  8,  5,  5,  6,  7,  5,  7,  8.—  8,  7,  6,  8,  6,  7,  8.—  8,  7,  6,  6,  8,  6,  6,  5, 

4,  6,  8.-  1,  3,  2,  4,  3,  5,  4,  6,  5,  3,  1.—  1,  3,  5,  1,  5,  3,  4,  2, 1.—  1,  3,  5, 
8,  7,  6,  8,  6,  4,  2,  5,  1. —     Daily  practice  in  reading  from  song  book  and 
some  "reviews"  throughout  the  month. 

FOURTH  MONTH. 

SONG  SINGING. — Teach  several  rote  songs,  suited  to  the  season,  dur- 
ing the  month.  Suggested  songs:  1.  Christmas  Chimes;  2.  Christmas 
Carol;  3.  Christmas  Bells. 

A  NEW  PITCH  FOR  "ONE"  OR  "Do." — (Oral.)  Class  sing  by  syllable, 
scalewise,  from  1,  or  8,  to  5.  Repeat  at  once  the  last  sound  but  now  with 
the  syllable  "do."  This  operation  should  be  repeated  several  times. 
Drill,  by  singing  from  representation.  Draw  ladder,  with  numerals  upon 
it,  making  the  rounds  3  and  4,  and  7  and  8,  represent,  graphically,  a  half 
step.  All  other  rounds  are  to  be  a  "whole  step"  apart.  To  the  right  of 
this  draw  another  ladder  and  so  place  your  rounds  and  numerals  that  5 
of  the  old  ladder  "equals"  1  or  8  of  the  new;  1  in  the  "left"  equals  4  in 
the  "right,"  etc.;  except  that  7  in  the  right  equals  the  center  of  space  be- 
tween 4  and  5  of  the  left  ladder.  Sing  from  first  ladder  tones  1,  2,  3,  4, 

5,  pass  the  pointer  to  right  ladder  and  repeat  last  sound  with  "do."     This 
brings  the  class  into  the  key  of  G.     By  adding  another  round — "5" — to 
top  of  second  ladder,  and  taking  away  the  lowest  4,  you  will  be  showing 
the  "divided  scale"  in  the  key  of  G.     For  interval  study  in  the  key  of  G, 
consult  any  good  text-book. 

STAFF  IN  KEY  OF  G. — Draw  staff  with  clef  and  place  a  "sharp"  on  the 
fifth  line,  which  is  to  show  that  "one's"  or  "do's"  place  is  now  the  second 
line.  Teach  that  the  sharp  is  in  "seven's"  place.  Count  down  and  find 
"one's"  place.  Board  work  will  prepare  the  class  to  read  and  sing  from 
the  book  in  this  new  key. 

New  problems  are  sure  to  arise  in  the  song  book  from  time  to  time. 
Prepare  the  class  for  them.  Be  sure  that  you  distinguish  eye  from  ear 
problems.  So  far  all  exercises  have  been  in  two-four  time.  Exercises  in 
two-two  time  may  be  found  in  the  book  with  nothing  new  to  the  ear. 
Such  would  furnish  eye  training  only. 


VOCAL  MUSIC. 


147 


THREE-PART  MEASURE. — If  the  material  in  the  book  demands  it,  begin 
the  study  of  three-part  measure.  It  consists  of  one  strong  and  two  weak 
parts:  Strong,  weak,  weak;  or,  one,  two,  three.  At  the  proper  time 
teach  that  a  dot  placed  after  a  note  adds  to  it  one-half  of  its  value. 

THE  TIE  AND  SLUR. — Both  are  curved  lines  over  or  under  notes. 
Teach  that  the  tie  joins  two  notes  that  represent  the  same  tone.  The 
slur  joins  two  or  more  notes  that  represent  tones  of  different  names. 
When  singing  by  syllable  the  slur  may  be  disregarded,  but  when  using 
a  neutral  syllable,  or  the  words,  one  such  syllable  or  word  should  be  used 
only  for  the  notes  that  are  slurred. 

A  number  of  exercises  in  the  key  of  G  should  be  studied  during  the 
last  half  of  the  month. 

FIFTH  MONTH. 

SONG  SINGING. — At  least  two  rote  songs  should  be  learned  during  the 
month.  Suggested  songs:  1.  Morning  Song;  2.  Winter  Life;  3.  Stars. 

REVIEW  WORK. — The  teacher  will  find  much  that  needs  reviewing. 
Certain  oral  exercises,  with  pendulum,  may  with  profit  be  rehearsed.  In- 
terval drill  must  be  continued;  it  should  form  part  of  the  daily  lesson — 
at  any  rate  three  times  a  week. 

WRITTEN  WORK. — The  older  pupils  may,  with  profit,  attempt  to  write, 
such  notes  and  rests,  on  slates,  paper,  or  blackboard,  as  they  have  learned 
to  know.  From  example  by  the  teacher,  they  may  write  little  "time" 
exercises,  (such  as  follow)  and  with  finger  or  pencil  give  expression  to  the 
things  which  these  notes  stand  for. 

Examples  of  "time"  exercises: 


No.1    *|  j    j     j    j     j    j     J    II  No.  2   *    j    j     J 


J        1 


JX    JX    j    j    JxllNo.4.  Jjjj     J    j     jjj 


No.  3. 


METER.  —  In  exercise  No.  1  each  measure  consists  of  two  parts  or  beats. 
The  last  note  shows  both  parts.  When  we  tap  twice  during  each  meas- 
ure, no  matter  how  many  notes  each  contains,  we  are  giving  the  meter, 
i.  e.  —  measure.  In  No.  3,  each  measure  contains  two  beats  or  taps,  but 
several  weak  parts  are  to  be  passed  in  silence,  but  nevertheless  felt.  Dur- 
ing these  the  motion  only,  for  the  tap  is  made  —  not  audibly.  The  first 
tap  in  the  measure  should  be  the  stronger.  In  No.  4,  we  have  a  strong, 
and  two  weak  beats  or  taps. 

RHYTHM.  —  In  "tapping"  the  rhythm  we  tap  once  for  each  note.  A  two- 
beat  note  receives  only  one  tap,  but  the  time  of  an  extra  tap  must 
pass  before  we  go  to  the  next  note. 

(Meter  —  the  number  of  beats  in  the  measure.  Rhythm  —  the  number, 
and  peculiar  arrangement  -of  notes  in  the  measure.) 

The  study  of  exercises  and  little  songs  from  the  text-book  should 
form  a  part  of  the  lessons  during  the  month. 


148  VOCAI,  MUSIC. 

SIXTH  MONTH. 

SONG  SINGING. — Teach  two  rote  songs  during  the  month.  Suggested 
songs:  1.  The  Snow  Flake;  2.  Washington  and  Lincoln;  3.  The  Maple  Bud. 

INTERVAL  STUDY. — Review  group  3  either  by  dictation  or  from  ladder. 

A  NEW  KEY. — A  new  key  should  be  taken  up.  Unless  your  text- 
book demands  another,  it  may  be  the  D  key.  By  singing  in  the  old  (C) 
key  from  1  or  8  to  2,  repeating  last  sound  with  "do,"  you  have  sung  your- 
self into  the  key  of  D.  Prepare  a  staff,  with  clef,  and  place  a  sharp  on 
fifth  line  and  another  a  little  to  the  right  in  the  third  space.  Teach  that 
the  last  or  right-hand  sharp  is  in  "seven's"  place.  Count  down  and  find 
"one's"  place  to  be  in  first  space  below  the  staff.  Give  the  class  quite  a 
little  practice  in  singing  the  scale  and  some  intervals  from  this  staff  be- 
fore asking  them  to  sing  in  D  from  the  song  book.  For  continued  inter- 
val drill  consult  the  exercises  you  wish  to  study  in  the  reader. 

2        3 
NEW  FRACTIONS. — If  exercises  in  0  or  Q  are  soon  to  be  encountered  in 

<s         o 

the  song  reader,  prepare  your  class  for  them  by  means  of  blackboard 
exercises.  Remember  that  two-two  and  three-eight  time  are  problems 
largely  for  the  eye  only  and  may  present  nothing  new  to  the  ear. 

JJ   J    |J       |J    *    |J    X    1  «!-"  f    J   J|.     |J-|J- 
|  J   J   J     J.    |  J     J  |  J    *  ||   equal*  f|  ftf\J.     |J     /|  J   , 

With  such  example  as  the  above  you  can  soon  show  your  class  that: 
(a)  there  is  more  than  one  way  of  representing  the  same  tone  lengths;  (b) 
the  notes  have  no  definite  value  (length),  and  (c)  the  lower  figure  of  the 
fraction,  (denominator)  shows  the  kind  of  note  which  stands  for  one  beat; 
thus  giving  relative  length  to  notes. 

223       3 

Exercises  and  short  songs  in  the  key  of  D,  in  *   g   ^  or  ^  time  may 

be  sung  from  the  book  during  the  month. 

SEVENTH  MONTH. 

SONG  SINGING. — Teach  two  rote  songs  during  the  month.  Suggested 
songs:  1.  The  Daisy.  2.  Spring  Beauties.  3.  The  Chipmunk. 

PART  SINGING. — Preparatory  drill  for  two-voiced  singing  may  now  be 
begun.  In  the  singing  of  a  higher  and  lower  part,  the  older  pupils  should 
for  the  most  part  sing  the  lower  tones.  (The  ideal  way  is  not  to  confine 
a  child  to  any  part,  until  its  voice  shows  signs  of  a  coming  change.) 

ROUNDS. — Place  following  melodies  on  board,  divide  your  class  into 
two  sections,  and  have  each  exercise  sung  by  syllables,  at  least  twice 
through — round  and  round.  The  second  section  begins  at  the  beginning 


VOCAL  MUSIC.  149 

when  the  first  section  has  sung  just  half  of  the  exercise.     The  sections 
continue  to  follow  each  other,  but  never  come  together. 

No.  1.  1,  2,  3,  4,  3,  2,  11,  1,  2,  3,  4,  5,  4,  33  — 
No.  2.  1,  2,  3,  2,  3,  2,  11,  1,  2,  3,  4,  5,  4,  33  — 
No.  3.  1,  2,  1,  2,  3,  4,  3 3,  1,  2,  3,  4,  5,  6,  55  — 

No.  4.     1,  2,  3,  5,  4,  4,  33,    1,  2,  3,  5,  6,  7,  88 - 

NOTE. — The  same  section  should  not  always  lead.  No  time  must  be 
lost  in  the  repeats. 

Two  TONES  TO  ONE  BEAT. — (Oral  exercise.)  Divide  class  into  two 
sections.  Use  pendulum,  or  tapping  on  desks.  Each  tone  one  beat  long. 
One  section  sings:  1,  2,  3,  4,  5,  4,  3,  2,  1.  (Use  accent  according  to  two 
part  measure.)  While  first  section  sings  same  again,  the  other  section 
sings  mentally,  two  tones  of  same  pitch  to  one  tone  sung  by  first  section, 
thus  1,  1,  2,  2,  3,  3,  4,  4,  5,  5,  4,  4,  3,  3,  2,  2,  1.  After  one  or  two  mental 
efforts  the  second  section  may  sing  out  and  show  whether  they  had  thought 
it  right.  Let  the  sections  exchange  parts.  When  this  has  been  correctly 
done,  have  the  class  name  the  tone  lengths  of  the  exercises,  viz.,  one  beat 
tones,  and  one-half  beat  tones.  Represent  these  exercises  on  two  staffs, 

2  2 

first  in  .  ,  and  then  in  «  .     Sing. 

ADDITIONAL  DRILL  may  be  afforded  the  class  if  the  teacher  will  place 
on  the  board  such  as  the  following,  and  have  the  class  tap  the  meter  and 
rhythm: 


IS  N 
*  • 


J  ft  J  J    J  *|l     *|J    JJ|J    JJ|J   J|J-| 

THE  SLURRED  EIGHTH  NOTES. — Teach  that  the  following  eighth  notes 
show  the  same  tone  lengths,  but  that  the  latter  are  said  to  be  slurred: 


IS    N    I 


Only  such  exercises  and  songs  as  contain  few  half-beat  notes  should 
be  attempted  in  the  book.  Two- voiced  exercises  may  be  sung  from  the 
book  provided  they  are  short  and  easy.  The  lower  of  the  two  voice  parts 
should  generally  receive  first  and  most  attention. 

EIGHTH  MONTH. 

SONG  SINGING. — Suggested  Songs:  1.  Little  Blue  Jay.  2.  The  Oak 
Tree.  3.  Story  of  a  Tree. 

In  addition  to  the  learning  of  one  or  two  new  rote  songs,  the  teacher 
should  do  much  review  work.  Such  a  key  should  be  taken  up,  and  sung 
in,  from  the  book,  as  will  afford  the  class  practice  in  all  such  problems  of 
tune  and  time  as  they  have  had  presented  to  them  from  time  to  time. 
More  advanced  interval  work  will  be  necessary  in  order  to  prepare  the 
class  for  the  melodic  skips  that  will  be  found  in  the  book  work. 

FOUR-PART  MEASURE. — This  measure  has  a  primary  accent  on  its  first 
part,  and  a  secondary  accent  on  its  third  part:  Strong,  weak,  (half)  strong, 


ISO  DRAWING-FIRST  YEAR. 

(quite)  weak.  The  word  "compromising"  expresses  four-part  measure 
quite  well.  If  a  new  key  is  to  be  sung  in  during  this  month,  it  might 
preferably  be  the  key  of  F.  A  flat  is  placed  on  the  third  line.  This  flat 
is  in  "four's"  place.  Count  down  and  find  "one"  in  the  first  space. 

The  right-hand  flat  is  always  in  four's  place.  The  text-book  in  use 
will  very  largely  determine  in  what  order  you  may  take  up  the  different 
keys,  time  signatures,  tone  lengths,  etc.  Much  "written  work"  is  not 
desirable.  In  addition  to  that  already  referred  to  the  class  may  make  the 
staff  and  gradually  learn  to  know  the  pitches,  i.  e.  letters,  of  the  lines 
and  spaces. 

DRAWING— First  Year. 

ALTERNATION. — If  the  school  program  is  crowded  with  recitations, 
the  drawing  may  alternate  with  writing.  Teach  the  drawing  given  below 
during  1903-4,  and  that  for  second  year  in  1904-5,  and  so  continue  to 
alternate  the  work  of  the  two  years. 

To  THE  TEACHER. — The  specific  object  of  this  course  is  to  cultivate 
an  understanding  of  the  type  forms  of  nature  and  art,  by  observing  and 
drawing,  and  thus  to  develop  aesthetic  judgment,  care,  neatness  and 
accuracy.  The  following  definitions  and  suggestions  will  serve  as  refer- 
ences in  following  the  order  of  study,  but  teachers  not  trained  for  the 
work  should  study  some  text  and  develop  a  critical  sense  for  form  and 
perspective  by  practice.  "Cross's  Free  Hand  Drawing,"  published  by 
Ginn  &  Co.,  Boston,  is  a  helpful  book. 

It  is  assumed  that  from  fifteen  to  thirty  minutes  will  constitute  a 
lesson  period. 

MATERIALS. — A  block  of  drawing  paper  8X10  inches,  from  which 
each  sheet  may  be  removed  when  the  drawing  is  finished,  is  best.  When 
loose  sheets  are  used,  a  stiff  cardboard  or  small  drawing  board  will  be 
necessary.  A  tablet  will  answer  but  it  is  best  to  have  the  sheets  detacha- 
ble so  that  the  teacher  may  preserve  them.  Any  medium  pencil  will  do 
for  the  drawing.  A  very  soft  pencil  is  best  for  shading.  Erasers  should 
be  used  only  to  clean  the  drawing  when  finished.  Their  continual  use  is 
not  necessary  or  desirable  if  the  study  is  made  in  very  light  lines  at  first. 
The  "Hardmuth"  eraser  is  very  good.  Any  soft  eraser  will  do. 

MODELS. — Lack  of  models  is  never  a  good  reason  for  neglecting  draw- 
ing exercises.  The  course  is  so  arranged  that  fruit,  vegetables,  leaves, 
flowers,  etc.,  will  be  needed  only  when  they  are  abundant.  Models  or 
type-forms  may  be  made  of  paper  by  the  pupils  and  teacher.  Other  mod- 
els such  as  vases,  dishes,  boxes,  baskets,  etc.,  may  be  collected  from  the 
homes. 

The  work  should  be  varied  by  memory  drawing  and  blackboard 
drawing.  Copying  is  advisable  as  a  means  of  helping  pupils  to  good 
lines  and  technique.  It  should  not  take  the  place  of  observation  from  the 
model  which  is  the  best  feature  of  the  work. 

The  method  of  procedure  in  making  any  drawing  should  be: 

First. — Study  the  general  shape  which  the  whole  model  presents  in 
outline  by  comparison  with  the  type-form  it  most  nearly  resembles. 


DRAWING-FIRST  YEAR.  151 

Second. — Sketch  free-hand,  with  a  sharp  pencil,  very  light  lines  indi- 
cating the  general  shape  and  such  axes  or  other  long  lines  that  will  help 
in  getting  the  form  well-placed  on  the  paper. 

Third. — Within  this  general  form  sketch  lightly  the  lesser  parts  in 
relation  to  the  general  form. 

Fourth. — Trim  or  add  to  the  form,  without  erasing  lines  previously 
drawn,  until  the  drawing  represents  the  true  form  and  relation  of  parts. 

Fifth. — Add  small  detail;  strengthen  the  lines  that  seem  most  nearly 
right  and  erase  those  that  are  evidently  wrong. 

The  teacher  should  not  expect  great  accuracy  at  first  but  should 
follow  persistently  this  method  of  studying  in  light  lines  without  erasing 
until  the  form  is  as  well  studied  as  seems  possible  with  the  student.  It 
is  well  to  limit  the  study  to  outlines  of  general  form  without  detail  at  first. 

DEFINITIONS. 

Outline  drawing;  Representation  of  a  model  by  lines  which  define 
extreme  outside  limits  and  such  abrupt  changes  in  the  surface  as  can  be 
represented  by  lines. 

Form;  The  shape  represented  by  the  outlines  of  an  object. 

Construction  lines;  Lines  drawn  lightly  to  help  the  pupil  conceive 
the  general  direction  of  continuous  edges  or  long  parts  of  a  model. 

Type-forms;  Simple  and  regular  shapes  as  spheres,  cubes,  cylinders, 
etc.,  with  which  more  irregular  forms  are  compared  to  organize  the 
observation. 

Axes;  Lines  about  which  parts  of  a  model  or  the  whole  model  seems 
symmetrical. 

Convergence;  The  appearance  which  lines  that  are  really  parallel  in 
space  have  as  if  coming  together  or  tending  to  meet.  This  effect  is  always 
due  to  the  distance  between  such  lines  appearing  smaller  because  farther 
away  as  the  lines  recede. 

Foreshortening;  Apparent  shortening  of  a  line  due  to  its  being  turned 
endwise  to  the  observer. 

Shade;  That  part  of  a  model  which  is  not  in  direct  light.  The  shade 
side. 

Shadow;  That  part  of  a  surface  near  the  model  which  is  shaded  by 
the  model. 

Plan;  The  appearance  of  a  model  when  seen  from  above  as  the  plan 
of  a  house  represents  the  area  covered  by  the  house  on  the  ground  or 
some  floor  of  the  house. 

Elevation;  The  appearance  of  a  model  when  seen  from  one  particular 
side,  as  the  elevation  of  a  house  which  shows  only  its  north,  east,  south 
or  west  side. 

FIRST  MONTH. 

Standards  of  direction  are  first  to  be  acquired.  These  are  vertical 
and  horizontal  direction.  They  should  be  represented  on  the  paper  or 
blackboard  by  lines  drawn  conforming  in  direction  to  the  edges  of  the 
blackboard  or  paper.  No  matter  how  the  paper  may  be  held,  one  edge 
of  it  represents  vertical  direction  and  the  other  edge  represents  horizontal 


152 


DRAWING— FIRST  YEAR. 


direction.  Vertical  lines  should  be  drawn  from  the  top  downward  on  the 
paper.  Horizontal  lines  should  be  drawn  away  from  the  body. 

The  following  order  of  exercises  is  suggested  as  daily  lessons.  They 
should  not  be  drawn  less  than  three  inches  in  the  least  dimension. 

The  first  two  exercises  may  be  copied  by  the  pupils  from  large  draw- 
ings on  the  blackboard.  The  door,  gate,  window,  fence,  grille,  table, 
book,  etc.,  may  be  drawn  from  the  objects  themselves  or  from  drawings 
on  the  blackboard  when  the  objects  are  not  available,  or  from  imagina- 


"\ferhcal  and  Horizontal  directions  ore  standard  directions. 
Growth  and  Life  ore  typified  by  verfTcal  dtredfen. 

tion.  Many  other  such  exercises  will  suggest  themselves  to  the  teacher 
who  observes  the  forms  at  hand  in  the  schoolroom.  The  pupils  should 
be  placed  as  nearly  in  front  of  the  object  as  possible.  The  proportion  of 
the  object  should  be  studied  by  comparing  its  lesser  dimension  to  its 
greater.  A  square  is  unit  proportion.  In  addition  to  these  proportional 
drawings,  a  sense  of  direction  as  represented  by  growth  and  life  in  na- 
ture, which  are  typical  of  upward  direction,  and  of  death  and  repose, 
which  are  typified  by  horizontal  direction,  will  be  interesting  and  instruc- 
tive. Grasses,  trees,  etc.,  may  be  drawn  to  establish  this  idea. 

SECOND  MONTH. 

The  drawing  of  leaf  forms,  or  any  flat  model  which  presents  a  simple 
shape  in  area,  will  be  suitable  for  this  month.  The  models  should  be 
mounted  on  cards  if  they  are  small.  If  large,  a  model  may  be  placed 
against  the  wall  and  be  drawn  by  several  pupils  at  the  same  time. 


The  general  shape  of  the  model  should  be  noted  by  comparison  with 
several  type-shapes  drawn  on  the  blackboard.  These  type-shapes  may 
be  triangles,  circles,  squares,  ovals,  ovoids,  ellipses,  rectangles,  etc.  If  a 
model  is  more  triangular  than  oval,  round,  square  or  elliptical,  the  real- 
ization of  that  fact  will  help  in  drawing  it. 


DRAWING— FIRST  YEAR, 


153 


Much  of  the  little  detail,  such  as  the  little  veins  and  serrations  of  a 
leaf,  may  be  omitted  in  the  first  few  drawings  and  should  be  put  in  only 
after  the  general  shape  has  been  well  drawn. 

THIRD  MONTH. 

The  leaves  and  other  flat  shapes  of  the  last  month  may  be  used  for 
design  during  this  month.  The  teacher  may  draw  a  common  leaf  upon 
the  blackboard  in  outline  or  the  drawings  made  during  the  second  month 


may  be  used  as  copies  from  which  to  design.  These  designs  may  be  used 
to  decorate  sheets  for  exercises  in  other  class  work  or  may  be  made  upon 
sheets  by  themselv3s.  The  purpose  of  the  work  is  to  cultivate  taste  in 
arrangement  and  some  appreciation  of  ornament.  The  forms  should  be 
drawn  in  very  simple  outline  and  arranged  in  three  ways: 

1.  Arrangement  about  a  point; — a  rosette. 

2.  Arrangement  along  a  line; — a  border. 

3.  Alternation  of  two  forms  or  the  same  form  reversed,  along  a  line 
or  about  a  point. 

FOURTH  MONTH. 

Spherical  models,  or  models  approaching  roundness  in  form,  present 
least  difficulty  in  drawing  because  they  do  not  change  shape  when  seen 
from  different  views.  A  sphere  looks  circular  in  outline  from  any  view. 


Apples,  pumpkins,  many  fruits  and  vegetables,  jars,  pots,  balls,  caps, 
some  trees,  etc.,  will  serve  as  models  for  this  month.  Begin  the  month 
by  studying  the  sphere  and  drawing  circles  to  represent  its  form  in  out- 
line. The  circles  should  be  drawn  free  hand.  Begin  each  study  of  a 
model  that  is  somewhat  round  by  comparing  it  to  a  sphere  which  is  the 
roundest  form.  Details,  such  as  the  eyes  of  a  potato,  the  pebbles  on  an 
osage  orange  or  the  divisions  of  a  pumpkin  or  melon  should  be  put  in  last 
after  the  general  roundness  is  lightly  drawn. 

FIFTH  MONTH. 

Proportional  drawing  of  a  variety  of  shapes  seen  from  one  side  will 
be  a  consistent  step  in  advance  of  last  month.  It  is  intended  to  draw 
any  shapes  that  may  come  to  hand  as  models.  Vases,  books,  boxes,  bas- 
kets, dishes,  etc.,  may  be  used  but  should  be  placed  to  show  a  side  view. 


154 


DRAWING-FIRST  YEAR. 


Proportional  drawings  are  all  that  need  be  attempted.  The  shape  of  the 
side  of  such  models  presents  difficulty  enough  for  this  part  of  the  course. 
Memory  drawing  of  different  objects,  after  studying  from  the  objects 
themselves,  may  well  be  a  feature  of  the  month's  work. 

The  purpose  is  to  give  skill  in  seeing  and  representing  forms  in  pro- 
portion.   Many  models  may  be  so  placed  that  several  pupils  may  get  a 


proper  view  of  them  at  the  same  time.  Small  models  may  be  placed  on 
the  pupils'  desks.  The  pupil  should  be  led  to  compare  the  shape  pre- 
sented by  the  model  to  a  square,  triangle,  oval,  circle  or  other  type-shape 
and  after  determining  how  many  times  its  least  dimension  will  go  into 
its  greater  dimension  the  general  form  may  be  sketched  lightly.  Slight 
variations  of  form  and  small  details  should  be  put  in  later. 

SIXTH  MONTH. 

Drawings  to  represent  the  fact  that  things  appear  smaller  the  farther 
they  are  from  the  observer  will  be  made  this  month.  This  is  the  first 
principle  of  perspective.  Every  child  appreciates  it  by  observation.  It 
should  be  possible  to  emphasize  this  decrease  in  size  by  distance  without 
referring  to  perspective  as  such.  Much  of  the  drawing  may  be  imaginary, 
that  is,  made  up  from  observations  outside  of  the  class  room. 

The  process  should  be  suited  to  the  conception  of  the  pupil  and  illus- 
trated on  the  blackboard.  For  example: 


1.  Draw  a  fence  post;  make  it  stand  up  straight  and  make  it  square 
so  that  the  boards  may  be  nailed  on. 

2.  Draw  another  fence  post  farther  away.     It  should  be  like  the  other 
post  but  smaller. 

3.  Draw  the  boards  on  the  fence.     They  w4!!  appear  to  come  together. 
(See  cut.) 

A  book  on  the  desk  in  front  of  the  pupils  is  one  suitable  model  for 
this  month.  The  near  end  will  appear  larger  than  the  farther  end  and 
therefore  the  sides  come  together.  Outline  landscape  compositions  drawn 
in  rectangles  or  squares  may  be  used  to  show  this  principle  of  relative 
size  of  near  and  distant  things.  Trees,  hay-stacks,  corn-shocks,  etc.,  may 
be  used  in  these  imaginary  landscapes  to  show  the  relations  of  distance 
and  near  objects.  Do  not  speak  of  convergence  or  perspective,  but  lead  the 
pupil  to  observation.  Any  rectangular  form  as  boxes,  books,  baskets,  etc., 
will  serve  as  models  illustrating  this  principle. 


DRAWING-FIRST  YEAR. 


155 


SEVENTH  MONTH. 

Circular,  cylindrical  and  conical  forms  will  be  used  during  this 
month.  Vases,  round  baskets,  pails,  jars,  barrels  or  any  object  that  may 
be  turned  upon  one  line  without  changing  its  form,  as  a  spinning  top,  or 
a  wheel  or  roller,  come  under  this  head.  This  line  upon  which  such 
objects  may  appear  to  spin  is  called  the  axis  of  the  object.  The  ends  of 
such  forms  appear  as  circles  when  seen  squarely.  When  seen  edgewise 
they  appear  as  a  straight  line.  This  may  be  illustrated  by  a  round  disc 


of  stiff  paper  which  appears  round  when  seen  squarely  and  appears  thin, 
like  a  line,  when  seen  edgewise.  When  seen  at  any  other  angle  it  appears 
like  a  flattened  circle.  The  point  to  be  emphasized  this  month  in  draw- 
ing such  forms  is  that  the  line  on  which  such  forms  may  spin,  i.  e.  their 
axis,  is  always  at  right  angles  to  the  longest  direction  in  the  flattened 
shape  of  the  end.  The  cuts  illustrate  this.  The  axis  of  revolution  should 
be  drawn  first  in  such  forms.  Then  the  longest  diameter  of  the  flattened 
end  at  right  angles  to  the  axis.  The  outline  of  the  object  may  then  be 
sketched  about  these  two  lines. 

EIGHTH  MONTH. 

The  work  of  the  sixth  month  emphasized  the  fact  that  objects  appear 
smaller  when  far  away  than  when  near.  We  are  now  prepared  to  see 
how  this  fact  affects  the  appearance  of  all  rectangular  forms  such  as  books, 
boxes,  houses,  tables,  etc.  The  farther  end  of  such  a  model  must  appear 
smaller  than  the  near  end  when  the  model  is  seen  endwise.  The  near 


edge  of  such  a  model  must  appear  longer  than  the  distant  edge  which  is 
really  of  the  same  length.  This  leads  to  the  following  fact  or  principle 
which  should  be  well  grounded  by  observation  and  drawing. 

All  edges  of  a  model  which  are  really  parallel  in  the  model  appear 
as  if  coming  together  as  they  recede  from  the  observer.  Vertical  edges 
are  always  drawn  vertical  regardless  of  appearance. 


156 


DRAWING-SECOND  YEAR. 
DRAWING— Second  Year. 


FIRST  MONTH. 

See  suggestions  to  teachers  and  explanation  of  alternation  at  head  of 
Drawing  first  year. 

Blossoms,  sprays  of  flowers,  grasses,  leaves,  insects,  birds,  etc.,  may 
be  drawn  this  month.  When  the  specimen  is  large  it  may  be  so  placed 
against  the  blackboard  that  several  pupils  can  draw  from  it  at  the  same 
time.  Small  models  may  be  pinned  or  mounted  with  paste  on  stiff  cards 
and  placed  upon  the  desks.  When  brushes  and  ink  or  color  can  be 
secured  the  drawings  may  be  made  in  wash  without  pencil  outlines  or  the 
penciled  outlines  may  be  filled  in  with  washes  of  ink  or  color.  The  brush 
is  a  good  instrument  with  which  to  draw  grasses,  leaves,  flowers,  etc., 
because  the  turns  of  the  blades  and  petals  can  be  made  readily.  The 
drawings  should  be  criticised  more  for  characteristic  growth  and  action 
of  line  than  for  detail.  Distinguish  between  the  growths  of  different 


grasses  and  leaves;  some  stiff,  some  bending,  some  radial  from  the  roots 
and  some  compact.  Such  models  will  wilt  and  prevent  exact  study  of 
parts.  The  character  of  growth  is  therefore  the  essential  thing  to  repre- 
sent. Durable  specimens  such  as  mounted  insects  and  birds,  pressed 
leaves  and  flowers,  stiff  sprigs,  etc.,  can  be  studied  at  length  and  shaded 
in  carefully  with  a  pencil.  Blackboard  work  in  white  or  colored  chalks 
will  represent  such  models  effectively  but  should  be  made  on  a  large  scale. 
The  following  materials  are  needed  for  water-color  work:  Colors: — 
Red,  blue  and  yellow.  These  are  put  up  in  convenient  tin  boxes  with 
brushes  and  are  sold  by  dealers  in  drawing  materials.  Japanese  brushes 
are  better  for  large  pupils  than  the  very  small  ones  provided  with  the 
boxes.  Blotting  paper  cut  into  4-inch  squares.  Small  tin  cups  to  hold 
water.  Small  sponges  for  transferring  the  water.  The  purpose  of  color- 
study  is  to  lead  pupils  to  observe  and  appreciate  the  colors  in  nature  and 
to  learn  the  combinations  of  colors.  The  secondaries;  violet,  green  and 
orange  are  made  by  combining  the  primaries;  red,  blue  and  yellow  in 
pairs.  Red  +  blue  =  violet;  blue  +  yellow  =  green;  yellow  +  red  = 
orange.  The  colors  should  be  allowed  to  flow  together  with  as  little  mix- 


DRAWING— SECOND  YEAR. 


157 


ing  as  possible  to  secure  brilliancy  and  the  colors  should  always  be  put 
on  with  a  full  brush  so  that  they  will  settle  clear  and  brilliant  on  the 
paper.  The  common  drawing  paper  is  suitable  for  this.  Small  simple 
landscapes  drawn  in  pencil  outline  may  be  filled  in  with  the  colors  suita- 
ble to  the  sky,  trees,  grass  and  water.  Effects  in  nature  should  be  ob- 
served and  commented  upon.  The  teacher  who  has  had  no  experience 
should  study  and  practice  upon  methods  before  attempting  class  work  in 
color. 

SECOND  MONTH. 

Designs  based  on  plant  forms  or  other  forms  studied  during  the  past 
month  may  be  made  this  month.  The  drawings  of  the  past  month  should 
be  at  hand  to  furnish  the  motifs.  Conventional  forms  made  by  regulat- 
ing the  natural  forms  to  some  orderly  lines  should  first  be  made.  Then 


some  line  along  which  these  conventional  forms  may  be  arranged  should 
be  drawn  suitable  to  fill  the  space  of  the  design.  The  work  may  well  be 
of  three  general  sorts. 

First — Rosettes,  which  consist  of  arrangements  of  some  leaf  or  other 
unit  about  a  point. 

Second — Borders,  which  consist  of  arrangements  of  some  unit  along  a 
line  in  repetition  or  alternation. 

Third — All-over  patterns  which  consist  of  repetitions  of  the  same 
unit  in  all  directions,  by  drawing  the  units  within  circles,  squares,  tri- 
angles, etc. 

These  designs  may  be  used  to  decorate  sheets  for  other  school  work 
as  compositions,  writing,  etc.  They  may  be  filled  in  with  colors,  tones  of 
ink  or  pencil  lines,  after  the  drawing  is  complete. 

THIRD  MONTH. 

The  shading  of  drawings  of  single  rectangular  models  will  be  taught 
during  this  month.  The  shading  should  be  done  with  a  very  soft  pencil, 
after  the  outline  of  the  form  has  been  drawn  in  light  lines  with  a  harder 
pencil.  Small  square  areas  may  be  filled  in  with  different  tones  of  pen- 
cil lines  as  a  preparatory  exercise.  The  pencil  should  be  held  within  the 
hand  as  shown  in  the  cut.  The  strokes  of  the  pencil  should  appear  sepa- 
rate. The  lead  should  be  blunt  to  give  the  broad,  soft  lines  most  desired. 
The  lines  may  well  follow  the  direction  suggested  by  the  texture  or  nature 


158 


DRAWING-SECOND  YEAR. 


of  the  surface  to  be  represented.     The  following  principles  are  involved 
in  the  light  and  shade  of  forms. 

First — All  surfaces  darken  slightly  toward  the  source  of  light. 


Second — Shadows  are  darker  than  shades  on  the  same  colored  surface. 

Third — Shadows  soften  in  outline  as  they  recede  from  the  source 
of  light.  Care  should  be  taken  to  place  the  model  in  a  steady,  strong 
light  from  one  side  only. 

FOURTH  MONTH. 

The  shading  of  drawings  of  single,  round  and  cylindrical  models  will 
be  taught  this  month.  The  instructions  for  holding  the  pencil  and  the 
principles  given  for  the  last  month  apply  to  round  models  as  well.  One 
additional  principle  is  involved.  The  shade  side  of  a  rounded  form  is 
darkest  inside  the  outline  of  the  side  farthest  from  the  light  and  not  on 
that  outline.  Notice  the  darkest  accents  in  the  shaded  sides  of  the  draw- 


ings above.  They  are  not  on  the  extreme  outline  away  from  the  light 
but  are  inside  that  outline.  In  spherical  forms  this  intensest  part  of  the 
shade  side  is  reduced  to  a  small  spot  opposite  the  lightest  spot  of  the  light 
side  and  both  the  darkest  and  lightest  spots  are  inside  the  outline.  It  is 
the  purpose  of  the  shading  to  make  the  drawing  appear  round  and  solid. 

FIFTH  MONTH. 

Groups  of  models  will  be  drawn  this  month.  The  combining  of  ob- 
jects in  groups  of  two,  three  or  more  different  forms  gives  much  added 
difficulty  in  drawing  because  the  relative  proportion  and  position  of  the 
models  in  the  group  must  be  considered  in  addition  to  the  different  parts 
of  each  model.  A  group  must  be  considered  first  as  one  whole  model. 
Its  general  shape  and  proportion  must  be  studied  before  the  individual 


DRAWING-SECOND  YEAR. 


159 


models  are  drawn.  A  light  blocking  in  of  the  whole  group  including  the 
general  outlines  and  main  axes,  etc.,  of  all  the  models  should  be  drawn 
first.  Then  the  detail  may  be  added  and  the  whole  group  shaded  accord- 
ing to  previous  methods.  Some  care  should  be  taken  to  get  consistent 
and  pleasing  groups. 


SIXTH  MONTH. 

Very  simple  working  drawings  may  be  made  this  month.  A  working 
drawing  is  a  drawing  that  would  enable  a  mechanic  to  make  the  object 
from  the  drawing.  It  should  tell  all  of  the  dimensions  of  the  object  and 
it  should  show  the  form  of  the  object  so  clearly  that  there  could  be  no 
doubt  about  any  part  of  its  construction. 

Such  a  drawing  usually  consists  of  a  plan  and  one  or  more  elevations. 
These  terms,  plan  and  elevation,  have  been  defined  at  the  beginning  of 
this  course.  A  bolt,  tin  cup,  top,  box  or  any  simple,  common  object  will 


ELEVATION 


ELtVATlOtt 


PL  AM 


A  WORKING    DRAWING   SHOULD 
5HOWALL  THAT  »5 
TO  MAKE  THE  OBJECT 


PLAM 


serve  the  purpose.  To  illustrate  the  meaning  and  purpose  of  the  draw- 
ing it  is  well  for  the  teacher  to  hold  a  model,  such  as  a  chalk-box,  against 
the  blackboard  and  draw  around  it  showing  how  it  would  appear  from 
above  and  from  each  side.  The  dimensions  should  be  taken  from  the 
actual  model  with  a  ruler  and  drawn  full  size  or  some  relative  size,  as 
half  size  or  quarter  size.  The  scale  should  be  marked  on  the  drawing. 


160  DRAWING-SECOND  YEAR. 

SEVENTH  AND  EIGHTH  MONTHS. 

GENERAL  PERSPECTIVE. — During  the  last  two  months  of  the  course  the 
general  principles  of  perspective  governing  the  long  lines  of  interior  views 
of  a  rectangular  room  will  be  studied.  Very  simple  sketches  of  three 
views  will  be  drawn.  The  proper  conditions  exist  in  any  rectangular 
room  and  as  much  or  as  little  of  the  detail  may  be  shown  as  desired. 

1.  A  view  in  which  the  pupil  faces  one  wall  of  the  room.     When 
looking  squarely  at  the  wall  he  faces,  the  pupil  sees  the  meeting  point  of 

.         all  lines  which  run  in  the  direction  he  is  looking. 

\/         The  first  step  is  to  draw,  on  a  small  scale,  perhaps 
_ .    I   s*.  two  inches  wide,  the  rectangle  which  represents 

the  end  of  the  room.  Then  within  this  rectangle 
locate  the  meeting-point  of  the  lines  running  in  the 
direction  he  is  looking.  After  this  point  is  located, 
draw  the  lines  representing  the  angle  where  the 
walls  meet  the  ceiling  and  the  floor,  through  the 
corners  of  the  rectangle.  All  other  lines  running  in  the  direction  the 
pupil  faces,  as  floor-boards,  etc.,  meet  at  the  one  vanishing  point  in  front 
of  him. 

2.  A  view  in  which  the  pupil  faces  one  corner  from  a  position  equally 
distant  from  the  two  side  walls.     Several  pupils  may  be  arranged  in  line 

with  each  corner  of  a  room  for  this  problem.  First 
draw  a  horizontal  line  of  indefinite  length  across 
the  paper,  to  represent  the  horizon  at  a  level  with 
the  eye.  At  the  center  of  the  paper  draw  a  vertical 
line,  perhaps  two  inches  long,  crossing  the  horizon, 
and  divided  by  it  in  the  same  proportion  that  the 

horizon  divides  the  vertical  corner  of  the  room.  This  vertical  represents 
the  vertical  corner  in  front  of  the  pupil.  With  the  length  assumed  to 
represent  this  vertical  as  a  measure,  lay  off  the  distance  from  the  corner 
to  points  on  each  wall  at  right  angles  from  the  position  of  the  pupil. 
These  points  are  the  vanishing  or  meeting  points  of  the  lines  where  the 
side  walls  meet  the  ceiling  and  the  floor. 

3.  A  general  view  in  which  the  pupil  has  a  position  facing  between 

the  corner  and  wall  and  is  nearer  one  wall  than  the 
other.  The  method  is  similar  to  the  second  problem 
except  that  the  vertical  representing  the  corner  of 
the  room  is  not  in  the  center  of  the  paper,  but  to  one 
side.  In  this  drawing  one  vanishing  point  will 
probably  fall  off  the  drawing  paper  but  can  be 
approximated. 

In  addition  to  these  views  of  the  interior  of  the  school  room,  similar 
views  may  be  attempted  of  the  exterior  of  buildings,  of  roadways,  fence 
corners,  landscapes,  etc.  The  same  perspective  principles  are  involved. 
Memory  drawings  of  animals,  birds,  etc.,  may  well  be  attempted,  and 
supplemented  by  observations  when  opportunity  offers.  It  will  be  found 
that  the  type-shapes  and  forms  are  evident  in  these,  as  in  the  objects 
mentioned  through  the  course. 


MORALS  AND  MANNERS.  161 

MORALS  AND  MANNERS. 

In  the  State  Course  of  Study  for  1897,  Mr.  C.  M.  Parker  selected  and 
arranged  a  course  of  thirty-two  topics  in  Morals  and  Manners  for  the 
school  children  of  this  state.  He  referred  teachers  to  White's  School 
Management,  which  had  furnished  the  material  of  these  lessons,  for  sto- 
ries, fables,  literary  gems,  maxims,  proverbs,  etc.,  to  illustrate  and  enforce 
them.  He  said:  "It  is  hoped  that  what  is  here  given  will  cause  teachers 
to  read  pedagogical  works  which  treat  of  moral  training,  and  that  instruc- 
tion in  this  very  important  subject  may  be  lifted  to  a  higher  plane  than 
it  has  occupied  in  the  past." 

MORAL  LESSONS  IN  THE  SCHOOL  PROGRAM. 

His  statement  that  moral  lessons  should  have  a  place  in  the  school 
program  is  heartily  endorsed.  In  impressing  his  thought  he  said:  "If 
instruction  be  a  valuable  element  in  moral  training,  it  would  seem  to 
follow  that  it  should  not  be  crowded  into  a  corner  and  given  the  'odds 
and  ends'  of  school  time.  It  should  have  an  assigned  place  in  the  pro- 
gram, and  thus  receive  its  due  share  of  attention.  It  is  not  meant  that 
all  moral  instruction  should  be  thus  regulated,  but  that  incidental  instruc- 
tion should  be  supplemented  by  instruction  of  a  more  progressive  and 
systematic  character.  It  is  not  a  question  of  choice  between  incidental 
and  regular  instruction,  but  each  should  be  faithfully  used,  the  one  sup- 
plementing the  other.  The  pupils  need  both,  and  each  in  full  measure." 

A  large  and  growing  number  of  teachers  have  felt  the  necessity  for 
assigning  a  definite  time  to  the  special  effort  of  improving  the  characters 
and  manners  of  their  pupils.  They  have  tried  to  secure  the  means  of  ex- 
ercising a  moral  authority  in  the  school.  Without  the  authority  which 
comes  from  having  a  character  worthy  of  imitation,  and  the  respect  and 
esteem  of  his  pupils,  a  teacher  cannot  hope  to  exert  a  very  decided  moral 
influence  in  the  school,  no  matter  how  intellectual  he  may  be.  But  when 
his  moral  authority  is  recognized  by  the  pupils  as  his  intellectual  authority 
generally  is  conceded,  he  will  find  it  as  easy  to  teach  lessons  of  morality 
impressively  as  to  make  the  lessons  of  the  ordinary  text-book  effective. 

Yet,  a  great  many  teachers  have  not  thought  that  the  moral  training 
of  school  children  is  an  important  part  of  their  work.  They  have  not  felt 
that  it  is  their  duty  to  give  moral  instruction  or  direction  in  manners. 
They  have  seen  so  much  effort  given  to  provide  for  intellectual  wants 
that  they  have  overlooked  the  fact  that  "character  is  more  than  intel- 
lectual power  or  acquisition."  They  forget  that  on  moral  character 
depends  the  happiness  or  misery  of  mankind,  and  that  a  man  is  "worth 
less  for  his  knowledge  than  for  his  character."  They  forget  that  Locke 
said  truly:  "What  a  father  should  desire  for  his  son  is  virtue  above  every- 
thing else;  knowledge  occupies  but  the  second  place." 

MORAL   ELEMENTS    IN   THE   SCHOOL. 

Mr.  Parker  enumerated  the  moral  elements  in  the  school  as: 
1.  The  discipline  which  results  in  voluntary  obedience  to  just  regu- 
lation through  worthy  motive,  and  develops  promptness,  truthfulness, 
kindness  and  justice. 


162  MORALS  AND  MANNERS. 

2.  The  teaching  which  leads  to  accuracy  and  the  love  of  truth. 

3.  The  study  of  the  branches  which  incite  pupils  to  create  higher 
ideals  and  to  strive  to  realize  them. 

4.  The  embodiment  of  morality  in  the  character  and  conduct  of  the 
teacher. 

5.  Can  we  not,  as  he  approves,  add  the  general  exercise  at  a  conve- 
nient time  when  all  members  of  the  school  can  engage  in  the  consideration 
of  a  suitable  topic  with  as  easy  adaptation  as  that  in  which  they  consider 
current  events?     These  topics,  with  their  divisions,  could  be  placed  on 
the  blackboard  before  the  time  for  consideration.     Two  of  them  can  be 
considered  each  month,  and  this  uses  a  course  extending  through  two 
years.     Such  division  of  the  month's  work  can  be  made  for  each  day  or 
week  as  will  complete  the  outline  easily. 

First  Year's  Study. 

To  be  taught  during  1903-04,  and  each  alternate  year  thereafter. 
Second  year's  study  to  be  taught  during  1904-05,  and  each  alternate 
year  thereafter. 

FIRST  MONTH. 

CLEANLINESS  AND  NEATNESS. — 1.  Nature,  necessity  and  advantage  of 
these.  2.  They  apply  to  body,  hands,  face,  hair,  nails,  etc.  3.  To  cloth- 
ing, shoes,  etc.  4.  To  books,  slates,  desks,  floor,  etc.  5.  To  everything 
used  or  done. 

POLITENESS. — 1.  What  it  is.  2.  The  good  it  does.  3.  Its  "relation 
to  home  life.  4.  Spurious  politeness.  5.  Helps  in  securing  politeness. 
6.  Politeness  at  school.  7.  At  home.  8.  At  the  table.  9.  To  guests  and 
visitors.  10.  On  the  street.  11.  In  company. 

SECOND  MONTH. 

GENTLENESS. — 1.  An  evidence  of  good  birth  or  training.  2.  Approved 
by  good  people.  3.  Commendable  in  speech  and  manner.  4.  Rude  and 
boisterous  conduct  the  opposite  of  it.  5.  Patience  required  when  mis- 
judged. 6.  Docility,  when  instructed. 

KINDNESS  TO  OTHERS. — 1.  What  it  really  is.  2.  Its  significance  in 
character.  3.  Kindness  is  contagious.  4.  It  helps  intellectual  develop- 
ment. 5.  We  should  be  kind  to  all  persons:  a.  To  parents;  b.  To  broth- 
ers and  sisters;  e.  To  other  members  of  the  family;  d.  To  the  aged,  infirm, 
unfortunate,  to  the  helpless  and  needy. 

The  forms  in  which  kindness  appears  are:  1.  Sympathy.  2.  Def- 
erence and  consideration.  3.  Helpfulness.  4.  Charity.  5.  In  condemn- 
ing cruelty  and  injustice. 

THIRD  MONTH. 

KINDNESS  TO  ANIMALS. — 1.  This,  too,  springs  from  sympathy.  2. 
Only  fiendish  persons  delight  in  causing  suffering  to  any  creature;  and 
cruelty  to  any  animal  is  wrong.  3.  We  should  be  kind  to  the  animals 
which  serve  us.  4.  To  those  that  do  not  harm  us.  Cruelty  of  killing 
birds.  5.  Cruelty  should  be  avoided  in  the  killing  of  animals  that  do  us 
harm.  6.  In  killing  animals  for  food. 


MORALS  AND  MANNERS.  163 

LOVE. — 1.  A  benevolent  feeling.  2.  It  is  the  chief  motive  in  life, 
leading  to  unselfish  service.  -  3.  It  ennobles  character — "God  is  love." 
4.  We  should  cherish  love  for  parents.  5.  For  brothers  and  sisters.  6. 
For  other  members  of  the  family,  and  friends.  7.  For  teachers,  and  all 
benefactors.  8.  For  one's  neighbor — "Thou  shalt  love  thy  neighbor  as 
thyself."  9.  For  God. 

FOURTH  MONTH. 

TRUTHFULNESS. — 1.  It  is  the  basis  of  faith  which  makes  the  work  of 
the  world  possible.  2.  Children  naturally  truthful  and  confiding.  3. 
Lying  always  wicked.  4.  All  should  be  truthful  both  in  words  and  ac- 
tions— "Without  truth  there  can  be  no  other  virtue."  5.  Keeping  one's 
word — promises  to  do  wrong.  6.  Distinction  between  a  lie  and  an  un- 
truth. 7.  Telling  what  one  does  not  know  to  be  true.  8.  Prevarication 
and  exaggeration.  9.  The  giving  of  a  wrong  impression,  a  form  of  false- 
hood. 10.  Telling  falsehoods  for  fun. 

FIDELITY  IN  DUTY. — 1.  Idea  of  obligation,  intuitive.  2.  Conscience  to 
be  obeyed.  3.  How  conscience  is  quickened.  4.  We  should  faithfully 
perform  our  duty  to  parents,  in  assistance,  comfort,  etc.  5.  To  brothers 
and  sisters — older  to  assist  younger,  etc.  6.  To  the  poor  and  unfortu- 
nate. 7.  To  the  wronged  and  oppressed.  8.  Duty  to  God. 

FIFTH  MONTH. 

OBEDIENCE. — 1.  Obedience  is  submission  to  proper  authority.  2.  It 
is  required  of  all.  3.  Progress  depends  on  it.  4.  Real,  not  feigned 
obedience,  required.  5.  It  should  be:  a.  prompt;  b.  cheerful;  c.  im- 
plicit; d.  faithful.  6.  Obedience  to  parents.  7.  To  teachers  and  others 
in  authority.  8.  To  law.  9.  To  conscience.  10.  To  God. 

NOBILITY. — 1.  Chief  element  in  it  is  goodness.  2.  It  requires  manli- 
ness. 3.  Magnanimity  and  generosity.  4.  Self-denial  and  self-sacrifice 
for  others.  5.  Bravery  in  helping  or  saving  others.  6.  Confession  of 
injury  done  another. 

SIXTH  MONTH. 

RESPECT  AND  REVERENCE. — 1.  These  imply  proper  estimate  and  treat- 
ment of  others.  2.  Lack  of  these,  "a  sure  sign  of  smallness".  3.  We 
should  show  proper  respect  and  reverence  for  parents.  4.  For  teachers. 
5  'For  the  aged.  6.  For  those  who  have  done  distinguished  service. 
7.  For  those  in  civil  authority. 

GRATITUDE  AND  THANKFULNESS. — 1.  What  these  are.  2.  They  show 
a  good  disposition.  3.  We  should  cultivate  these  virtues,  due  to  parents. 
4.  To  all  benefactors.  5.  To  God,  the  giver  of  all  good. 

SEVENTH  MONTH. 

FORGIVENESS. — 1.  All  need  forgiveness.  2.  It  is  Godlike  to  forgive. 
3.  We  should  be  ready  to  forgive  those  who  confess  their  fault.  4.  Those 
who  have  wronged  us.  5.  Our  enemies.  6.  Generosity  should  govern 
our  dealings  with  the  faults  of  others. 

CONFESSION. — 1.  This  means  an  honest  acknowledgement  of  mistake  or 
of  wrong  done  another.  2.  This  confession  is  manly  and  noble.  3.  De- 


164  MORALS  AND  MANNERS. 

nial  of  faults,  ignoble — "The  denial  of  a  fault  doubles  it."    4.  Frankness 
and  candor. 

EIGHTH  MONTH. 

HONESTY. — 1.  Honesty  accords  justice  to  all.  2.  A  double  standard 
of  honesty,  immoral.  3.  Honesty  is  more  important  than  wealth.  4.  The 
right  to  property  must  be  learned.  5.  The  teacher's  example.  6.  Hon- 
esty required  in  keeping  one's  word.  7.  In  school  and  out  of  school. 
8.  In  little  things.  9.  Cheating,  ignoble  and  base.  10.  "Honesty  is  the 
best  policy."  11.  Honesty  is  right. 

HONOR. — 1.  Honor  shows  a  fine  sense  of  justice.  2.  Popular  senti- 
ment of  honor  may  be  wrong.  3.  One  should  endeavor  to  honor  self;  i.  e., 
to  be  worthy  of  honor.  4.  To  honor  one's  family.  5.  To  honor  one's 
friends.  6.  To  honor  one's  home.  7.  To  honor  one's  country.  8.  To 
honor  God. 

Second  Year's  Study. 

To  be  taught  during  1904-05,  and  each  alternate  year  thereafter. 
First  year's  study  to  be  taught  during  1903-04,  and  each  alternate  year 
thereafter. 

FIRST  MONTH. 

COURAGE. — 1.  A  chief  virtue  of  character.  2.  Moral  courage  sus- 
tained by  health  and  strength.  3.  Discouragement,  harmful.  4.  Cow- 
ardice, disgraceful.  5.  True  courage — daring  to  do  right  and  to  defend 
the  right.  6.  False — daring  to  do  or  to  defend  the  wrong.  7.  In  bear- 
ing unjust  censure  or  unpopularity.  8.  In  danger  or  misfortune.  9. 
Heroism. 

HUMILITY. — 1.  A  virtue  of  religion.  2.  An  evidence  of  greatness. 
3.  A  feigned  humility  is  pride.  4.  True  greatness — not  blind  to  one's 
own  faults.  5.  Modesty  becoming  to  the  young.  6.  Avoidance  of  pride 
and  vanity.  7.  Self-conceit,  a  sign  of  self-deception.  8.  True  humility, 
not  servility  or  time-serving. 

SECOND  MONTH. 

SELF-RESPECT. — 1.  It  is  a  good  opinion  of  worthy  qualities  in  one's 
self — based  on  conscious  moral  worth.  2.  It  requires  that  one  be  worthy. 
3.  It  is  not  self-conceit,  not  inconsistent  with  humility.  4.  Not  self- 
admiration.  5.  It  results  in  personal  dignity.  6.  Distinction  between 
self-love  and  selfishness.  7.  "Be  not  wise  in  your  own  conceit." 

SELF-CONTROL. — 1.  Needed  for  growth  of  character.  2.  Of  more 
value  than  wealth,  power,  fame  or  pleasure.  3.  It  is  a  duty  one  owes  to 
self.  4.  Control  of  temper.  5.  Anger,  when  right.  6.  Avoidance  of 
hasty  words — "Think  twice  before  you  speak."  7.  Self-restraint  when 
tempted.  8.  Self-restraint  under  provocation — "Bear  and  forbear."  9. 
Rule  your  own  spirit. 

THIRD  MONTH. 

PRUDENCE. — 1.  The  moral  man  wishes  to  be  right;  the  prudent  man  to 
be  safe.  2.  Prudence  not  always  wisdom.  3.  A  degree  of  prudence  re- 
quired in  speech  and  action.  4.  When  one  may  be  misunderstood.  5. 


MORALS  AND  MANNERS.  165 

In  respect  for  the  opinions  of  others.  6.  "Judge  not  that  ye  be  not  judged." 
GOOD  NAME. — I.  Its  great  value.     2.  How  it  can  be  obtained.     3. 
Gaining  a  good  name  when  young.     4.  Keeping  a  good  name.     5.  Keep- 
ing good  company.     6.  Reputation  and  character. 

FOURTH  MONTH. 

GOOD  MANNERS. — (In  Youth). — 1.  Needed  in  association  with  others. 
2.  Promote  comfort  of  others  and  advantage  of  self.  3.  They  become  a 
habit.  4.  At  home.  5.  In  school.  6.  In  company.  7.  When  a  visitor, 
or  a  guest.  8.  In  public  assemblies.  9.  Salutations  on  the  street.  10. 
Politeness  to  strangers.  11.  Trifling  in  serious  matters  to  be  avoided. 

HEALTH. — 1.  It  is  a  condition  of  wholeness,  a  state  of  soundness  or 
freedom  from  defect  or  disease.  2.  HI  health  hinders  usefulness  and  hap- 
piness. 3.  Duty  to  preserve  health.  4.  Habits  that  impair  health,  foolish 
as  well  as  sinful.  5.  The  sowing  of  "wild  oats" — "What  a  man  sows, 
that  shall  he  also  reap."  6.  The  body  never  forgets  or  forgives  its  abuse. 

FIFTH  MONTH. 

TEMPERANCE. — 1.  Moderation  in  use  of  things  helpful  and  avoidance 
of  things  harmful.  2.  Moderation  in  the  indulgence  of  appetite  in  things 
not  harmful.  3.  Total  abstinence  from  that  which  is  injurious.  4.  Dan- 
gers in  the  use  of  alcoholic  liquors.  5.  Courage  to  resist  social  tempta- 
tions to  indulgence.  6.  Injurious  effects  of  tobacco  on  growing  boys. 
7.  Cigarette  smoking  by  boys,  a  serious  evil. 

EVIL  HABITS. — 1.  Habits  good  and  bad.  2.  More  easily  formed  than 
broken.  3.  How  to  break  a  bad  habit.  4.  Habits  that  injure  health. 
5.  That  destroy  reputation.  6.  That  dishonor  one's  self  and  family. 
7.  That  waste  money.  8.  That  take  away  self-control.  9.  That  incur 
needless  risks,  as  gambling.  10.  That  are  offensive  to  others,  etc. 

SIXTH  MONTH. 

BAD  LANGUAGE. — 1.  Language  is  vocal  expression  of  ideas  or  thought. 
2.  It  denotes  the  man.  3.  Significance  of  borrowed  language.  4.  Pro- 
fanity, foolish  and  wicked.  5.  Obscenity,  base  and  offensive.  6.  Defiling 
books  or  other  things  with  obscene  words  and  characters,  a  gross  offense. 
7.  The  use  of  slang,  vulgar  and  impolite. 

EVIL  SPEAKING. — 1.  It  is  use  of  words  either  good  or  bad  without 
good  purpose.  2.  Essence  of  evil  speaking,  bad  intention.  3.  Law 
and  public  sentiment  defective  on  evil  speaking.  4.  Slander  a  serious 
offense.  5.  Tale  bearing  to  injure  another.  6.  Repeating  evil  which  one 
has  heard  without  knowing  that  it  is  true.  7.  "Thou  shalt  not  bear  false 
witness  against  thy  neighbor." 

SEVENTH  MONTH. 

INDUSTRY. — 1.  Great  activity,  not  always  industry.  2.  Industry  re- 
lates to  work  rather  than  to  play.  3.  It  works  wonders.  4.  Indolence 
shows  value  of  it.  5.  Work,  not  a  hardship.  6.  Labor,  a  duty  and  a 
privilege.  7.  Right  use  of  time.  8.  Manual  labor  honorable.  9.  Self- 
support  gives  manly  independence.  10.  Avoidance  of  unnecessary  debt. 


166  AGRICULTURE. 

11.  When  begging  is  right.     12.  An  opportunity  to  earn  a  living  by 
labor,  due  every  one. 

ECONOMY. — 1.  Both  extravagance  and  parsimony  wrong.  2.  Economy 
is  temperance  in  expenditure.  3.  Youth  need  encouragement  to  save. 
4.  Economy  becomes  a  habit.  5.  Saving  in  early  life  means  competency 
and  comfort  in  old  age."  6.  Duty  to  save  a  part  of  one's  earnings — "Lay 
up  something  for  a  rainy  day."  7.  Extravagance  wrong — "A  spendthrift 
in  youth,  a  poor  man  in  old  age."  8.  The  hoarding  of  money  needed  for 
comfort  or  culture  or  charity,  wrong.  9.  Charity — "No  man  liveth  unto 
himself." 

EIGHTH  MONTH. 

PATRIOTISM. — 1.  Always  regarded  as  a  virtue.  2.  Need  of  patriotism 
in  a  republic.  3.  Love  of  country  should  be  taught  in  schools.  4.  How 
to  develop  it.  5.  Reverence  for  our  country's  flag.  6.  Respect  for  its 
rulers.  7.  Its  defense  when  necessary.  8.  Regard  for  its  honor  and 
good  name. 

CIVIL  DUTIES. — 1.  They  are  a  division  of  social  duties.  2.  Govern- 
ment is  necessary.  3.  It  requires  law.  4.  The  good  citizen  obeys  the 
law.  5.  He  tries  to  have  good  laws.  6.  He  aids  the  enforcement  of  law. 
7.  Fidelity  in  office — bribery.  8.  Honor  in  taking  an  oath — perjury. 
9.  Duty  involved  in  the  ballot — buying  or  selling  votes.  10.  Dignity 
and  honor  of  citizenship,  etc. 

AGRICULTURE. 

Two  separate  courses  in  agriculture  have  been  offered  tentatively  in 
former  years.  It  is  now  thought  best  to  make  certain  additions  and  con- 
tinue with  a  single  series  from  which  the  teacher  may  draw  for  exercises. 

TO  THE  TEACHER. 

This  is  not  a  course  of  study  in  the  sense  of  being  designed  primarily 
for  the  purpose  of  teaching  a  subject.  It  is  not  complete;  neither  does  it 
teach  agriculture  as  it  would  be  taught  in  a  school  devoted  to  agriculture. 
It  does  not  aim  to  be  the  one  or  to  do  the  other.  It  does  not  cover  the  sub- 
ject, nor  is  it  designed  primarily  to  teach  agriculture.  It  is  rather  a  series 
of  exercises  drawn  from  the  field  of  agriculture  because,  first,  it  is  a  field 
that  lends  itself  well  to  certain  phases  of  the  educational  process,  and  be- 
cause, second,  the  doing  of  these  things  cannot  fail  to  inspire  an  interest 
and  respect  not  only  for  agriculture,  but  for  activity  in  general. 

REASONS  FOR  TEACHING  AGRICULTURE  IN  THE  PUBLIC  SCHOOLS. 

Among  the  many  reasons  for  introducing  work  of  this  kind  into  the 
schools  the  following  are  the  chief: 

1.  To  cultivate  an  interest  in  and  instill  a  love  and  respect  for  land 
and  the  occupation  of  agriculture. 

2.  To  create  a  regard  for  industry  in  general  and  an  appreciation  of 
the  material  side  of  the  affairs  of  a  highly  civilized  people. 

3.  To  cultivate  the  active  and  creative  instincts  as  distinct  from  the 
reflective  and  receptive  that  are  otherwise  almost  exclusively  exercised  in 
orsr  schools. 


AGRICULTURE.  167 

4.  To  give  practice  in  failure  and  success,  thus  putting  to  the  test 
early  in  life  the  ability  to  do  a  definite  thing. 

5.  To  train  the  student  in  ways  and  methods  of  acquiring  informa- 
tion for  himself  and  incidentally  to  acquaint  him  with  the  manner  in 
which  information  is  originally  acquired  and  the  world's  stock  of  knowl- 
edge has  been  accumulated. 

6.  To  connect  the  school  with  real  life  and  make  the  value  and  need 
of  schooling  the  more  apparent. 

7.  As  an  avenue  of  communication  between  the  pupil  and  the 
teacher;  it  being  a  field  in  which  the  pupil  will  likely  have  a  larger  bulk 
of  information  than  the  teacher,  but  in  which  the  training  of  the  teacher 
can  help  to  more  exact  knowledge. 

WHAT  IT  IS  AND  HOW  TO  TEACH  IT. 

With  the  above  objects  in  view  the  "course"  need  not  be  complete. 
It  need  not,  in  fact  should  not,  directly  impart  much  information  else  it 
will  but  add  another  study  to  the  already  crowded  curriculum  and  end  in 
nothing  more  than  a  feeble  attempt  to  teach  agriculture  in  a  very  in- 
effective way. 

With  the  above  objects  in  view,  too,  it  is  not  necessary  that  the 
teacher  know  much  about  the  subject  matter;  indeed,  it  is  better  that  he 
does  not,  lest  he  be  tempted  to  tell  the  pupil,  and  the  whole  work  fail  of 
its  object.  On  careful  examination  it  will  be  seen  that  every  exercise 
outlined  can  be  carried  forward  successfully  by  one  who  knows  absolutely 
nothing  of  agriculture,  providing  only  he  has  interest  in  the  work  and  is 
possessed  of  the  true  spirit  of  the  teacher  and  the  investigator. 

A  great  variety  of  exercises  is  outlined  for  each  month,  some  of  which 
are  exceedingly  easy,  others  of  which  are  more  difficult.  The  one  class  is 
suited  to  the  younger  pupils,  the  other  to  the  older.  It  is  not  expected 
that  every  pupil  shall  do  every  exercise.  On  the  contrary,  the  list  need 
not  be  limited  to  those  outlined.  A  live  teacher  will  be  able  to  make 
additions. 

This  work  is  not  to  be  confused  with  Nature  Study.  Nature  Study 
is  observation  work.  This  is  more;  because  it  requires  that  something 
definite  be  done  before  observation  or  record  can  begin.  It  is  thus  emi- 
nently active,  and  by  its  use  the  pupil  visibly  alters  the  order  of  events, 
which  is  more  stimulating  to  active  development  than  is  mere  observation 
of  natural  phenomena  or  bare  acquisition  of  facts  that  have  been  dis- 
covered and  recorded  by  others. 

Remember  that  the  object  of  the  schools  is  to  turn  out  trained  and  act- 
ive, not  passive,  young  people.  To  do  is  as  important  as  to  think,  and  to 
act  to  a  purpose  means  as  much  as  to  think  logically.  The  logical  con- 
clusion of  trained  thought  is  trained  action,  and  if  action  is  to  be  success- 
ful it  must  be  exercised  and  trained  at  the  same  time  while  the  pupils  are 
engaged  in  acquiring  facts  and  while  the  powers  of  reflection  are  under- 
going development. 

Every  real  teacher  craves  the  opportunity  to  bring  a  part  of  real  life 
and  of  the  world  outside  into  the  daily  experience  of  Ms  pupils.  Here  is 


168 


AGRICULTURE. 


a  bit  of  the  world  that  lies  spread  out  where  everybody  can  see  it  and  study 
its  meaning — a  wonderful  laboratory  for  the  making  of  men  of  action  no 
matter  what  their  future  profession. 

Do  not  think  in  this  that  you  are  teaching  a  profession  of  which  you 
know  little  and  may  care  less.  You  are  not  teaching  a  profession;  you 
are  training  men.  The  business  of  the  common  schools  is  not  to  teach 
professions,  but  to  impart  the  rudiments  of  trained  activity,  and  in  lead- 
ing pupils  through  these  exercises  you  are  introducing  them  to  a  phase 
of  real  life  and  thereby  developing  their  powers  of  activity  along  original 
lines.  They  will  not  learn  the  less  from  books  because  of  it — they  will 
read  the  more.  A  new  motive  for  learning  will  have  been  shown  them — 
a  new  reason  for  the  schools,  and  they  will  pass  unconsciously  from  the 
passive  to  the  active  state,  and  a  new  life  will  possess  them  both  during 
the  school  days  and  afterward,  for  all  that  they  have  learned  will  be 
tinctured  and  enlightened  by  what  they  have  done. 

THE  PUPIL,  NOT  THE  TEACHER,  TO  DO  THE  WORK. 

Make  the  pupil  do  the  work.  The  facts  themselves  are  of  less 
importance  than  the  method  and  the  experience  in  getting  them.  Do  not 
lose  sight  of  the  real  objects  and  do  not  defeat  them  by  teaching  this  as 
you  teach  ordinary  studies. 

WEATHER    RECORD. 

This  is  designed  to  draw  attention  to  the  climatic  changes  from  day 
to  day.  It  should  be  kept  throughout  the  year. 

The  records  should  be  kept  in  a  book,  using  one  page  for  each 
month.  Rule  the  page  like  the  model  below,  and  assign  one  pupil,  with 
an  alternate,  to  keep  it  for  one  month.  Next  month  let  the  alternate  keep 
the  record  and  appoint  a  new  alternate.  By  this  system  of  alternates  the 
new  pupil  will  become  familiar  with  the  plan  and  can  act  at  any  time  in 
absence  of  the  other. 

From  the  daily  mean  temperature  have  the  pupils  compute  the  mean 
for  the  month.  Also  have  them  keep  a  record  of  frosts  for  the  fall  and 
spring  months  and  of  any  unusual  occurrence,  as  hail  or  heavy  thunder 
storms. 

Form  for  weather  record.* 


Date. 

Temperature. 

Direction  of  wind. 

Clouds. 

Rain  or  Snow. 

Nov. 

1 
2 

9a.m. 

Noon 

4p.m. 

Mean 

9a.m. 

Noon 

4p.m. 

9a.m. 

Noon 

4p.m. 

9a.m. 

Noon 

4p.m. 
R 

60 
50 

70 
05 

65 
65 

65 
60 

N. 
W. 

N.W. 
W. 

W. 

N. 

C 

C 
C 

C 

S 

^Explanation. — November  1,  at  nine  o'clock  the  temperature  was 
sixty  degrees;  the  wind  was  blowing  from  the  north;  there  were  no  clouds 
and  it  had  neither  rained  nor  snowed  since  the  night  before.  At  noon 
the  temperature  was  70  degrees;  the  wind  was  from  the  northwest;  clouds 


AGRICULTURE.  169 

had  formed,  but  it  had  not  rained  since  morning.  At  four  o'clock  the 
temperature  was  65  degrees;  the  wind  had  changed  to  the  west;  it  was 
cloudy  and  had  rained  since  noon,  though  the  record  would  not  show 
whether  or  not  it  was  raining  at  exactly  four  o'clock.  On  the  next  day 
the  temperature  was  lower,  with  wind  shifting  to  the  north;  cloudy  until 
afternoon,  with  a  snow  flurry  during  the  early  morning. 

Train  pupils  in  spoken  and  written  explanation  of  the  weather 
record  from  day  to  day,  somewhat  as  above. 

RAINFALL. 

Keep  a  record  of  the  rainfall.  To  do  this  rule  a  sheet  or  a  book  for 
the  record  and  make  a  rain  gauge  as  follows:  Have  the  tinner  make  two 
round  dishes  of  galvanized  iron,  one  large  to  catch  the  rain  and  one  small 
and  deep  in  which  to  measure  it.  This  is  necessary  because  many  rain- 
falls are  too  slight  to  be  measured  accurately  in  the  same  dish  in  which 
the  water  fell.  It  is  therefore  allowed  to  run  into  another  dish  which  is 
much  smaller,  thus  greatly  multiplying  the  depth  and  making  its  accu- 
rate measure  possible.  It  is  convenient  to  have  this  latter  dish  exactly 
ten  times  smaller  in  diameter  than  the  former.  This  makes  measuring 
possible  and  computation  easy,  as  measurements  will  be  ten  times  too  large. 
Therefore  have  the  tinner  make  one  dish  two  inches  in  diameter  and  two 
feet  deep,  with  sides  perfectly  straight;  then  make  a  second  dish  six  and 
five-sixteenths  inches  in  diameter,  also  round,  with  a  funnel-shaped  bot- 
tom that  will  fit  into  the  top  of  the  measuring  dish  just  described.  Make 
the  sides  of  this  dish  four  inches  high  and  sharp  enough  to  split  a  rain 
drop.  Now  put  the  last  dish  on  top  of  the  first,  and  support  them  both 
by  stakes  in  some  place  away  from  buildings  so  that  gusts  of  wind  will 
not  blow  sheets  of  water  into  it  or  away  from  it.  The  rain  will  fall  into 
the  top  dish  and  run  down  into  the  bottom  one,  in  which  it  can  be  meas- 
ured with  a  yard  stick.  Remember  to  divide  your  measures  taken  by  10. 
When  snow  falls  melt  it  and  measure  as  rain. 

(Note. — These  sizes  are  convenient  and  approximately  correct). 

FIRST  MONTH. 

1.  Collect  fifty  or  more  seeds  of  every  farm  crop  grown  in  the 
neighborhood  and  of  the  five  worst  weeds.     Put  in  envelopes,  each  labeled 
as  in  the  form  below: 

Date 

Name  of  collector 

Name  of  plant 

Where  found... 

Size  of  plant 

Color  of  seed 

2.  Why  are  these  the  worst  weeds  of  your  neighborhood? 

3.  Make  drawings  of  at  least  five  cultivated  plants  or  weeds. 

4.  Look  at  a  bunch  of  grapes.     How  is  each  grape  joined  to  the 
main  stem  of  the  cluster?     Can  you  think  of  any  other  fruit  which  is  borne 
in  nearly  the  same  way?    Count  the  seeds  in  several  grapes.    Do  they 


170  AGRICULTURE. 

have  the  same  number  of  seeds?     Draw  a  picture  of  a  grape  leaf  as  it  lies 
before  you,  and  mark  in  the  large  ribs  or  veins. 

5.  Observe  horses  and  cattle  at  pasture.     How  do  they  move  their 
heads  in  biting  off  the  grass?     Why  do  not  horses  bite  it  off  in  the  same 
way  as  cattle  do? 

6.  When  a  horse  lies  down,  which  end  goes  down  first?    How  is  it 
with  cattle? 

7.  What  kinds  (breeds)  of  horses,  cattle,  sheep  and  swine  are  kept 
in  your  township? 

8.  Set  out  twenty-five  strawberry  plants  (at  least  ten  of  which  should 
be  staminate)  one  foot  apart  each  way  in  a  piece  of  good  ground  six  feet 
square.     Keep  clean  and  let  them  run.     Cover  lightly  in  winter  with 
grass  or  other  litter  free  from  seed.     Observe  the  runner  and  its  purpose. 

9.  Make  a  collection  of  leaves  of  all  the  trees  growing  in  the  neigh- 
borhood.    Press  them  in  a  book  and  label  each  with  name  of  tree  and 
date  of  collection. 

10.  Set  a  fruit  can,  bottom  up,  over  a  growing  shoot.     Where  does 
the  moisture  come  from  that  collects  on  the  inside  of  the  can? 

11.  Some  weeds  are  difficult  to  eradicate  because  they  have  large, 
fleshy  roots  that  send  up  new  sprouts  as  soon  as  the  old  top  is  cut  off. 
Others  are  fully  as  troublesome  because  they  have  underground  stems 
that  run  along  just  beneath  the  surface.     These  are  already  supplied  with 
buds,  and  if  anything  happens  to  the  plant  above  ground  these  buds  or 
some  of  them  will  immediately  send  up  new  shoots.     Still  others  persist 
because  they  can  ripen  an  immense  crop  of  seeds.     The  way  to  destroy 
weeds  of  the  first  and  second  class  is  to  cultivate  so  thoroughly  as  to  kill 
these  successive  sprouts  as  they  appear.     If  this  is  done  thoroughly  for 
three  months,  all  the  substance  in  these  underground  storehouses  will  be 
used  up  and  the  weed  must  die.     The  way  to  destroy  weeds  of  the  third 
class  is  to  prevent  them  from  seeding.     Make  a  study  of  the  weeds  in  your 
locality  and  learn  to  which  class  each  belongs.     Collect  specimens  of  at 
least  one  of  each. 

12.  Take  up  a  subscription  among  the  pupils  for  an  agricultural 
paper  to  be  sent  to  the  schoolhouse. 

DEFINITIONS. 

Weed — A  plant  out  of  place. 

Shoot — The  new  growth  of  the  year  of  grapevines. 

Cane — The  completed  growth  of  the  year  of  grapevines. 

Molars — The  back  teeth. 

Percheron,  Shire,  Clydesdale,  Belgian,  Suffolk  Punch,  French  Draft — 
Names  of  breeds  of  draft  horses. 

Thoroughbred — The  running  horse. 

Shorthorn,  Hereford,  Aberdeen,  Angus,  Galloway — Breeds  of  beef 
cattle. 

Jersey,  Guernsey,  Holstein-Friesian — Breeds  of  dairy  cattle. 

Berkshire,  Poland  China,  Essex — Breeds  of  black  hogs. 


AGRICULTURE.  171 

Chester  White,  Yorkshire — Breeds  of  white  hogs. 

Staminate — Bearing  pollen. 

Pistillate — Bearing  fruit  when  pollenized. 

SECOND  MONTH. 

1.  How  many  rows  on  an  ear  of  corn?     Is  the  number  odd  or  even? 
About  how  many  kernels  on  a  medium  ear?     What  is  the  color  of  the  cob 
in  white  corn?     In  yellow  corn?     How  many  ears  of  corn  in  a  bushel? 
What  is  the  legal  weight  of  a  bushel  of  ear  corn?     Of  shelled  corn? 
How  many  kernels  are  usually  planted  in  a  hill?     How  many  stalks  do 
you  find  now  in  one  hundred  hills?    How  many  of  these  are  barren? 

2.  What  varieties  of  corn  are  grown  in  your  neighborhood? 

3.  Cut  an  apple  in  halves  from  stem  to  blossom  end.     Make  a 
drawing  of  one  of  these  pieces,  showing  all  that  you  can  see  on  the  cut 
surface.     How  many  parts  of  the  apple  can  be  seen  in  this  drawing? 

4.  Take  a  second  apple  and  cut  it  in  halves,  having  the  stem  on  one 
half  and  the  blossom  end  on  the  other.     Make  a  drawing  of  the  cut  sur- 
face as  before.     Is  the  core  one  big  cell  for  the  seeds,  or  several  small 
ones?    How  are  the  seeds  placed  and  held? 

5.  When  a  chicken  is  killed  for  dinner  get  the  crop,  carefully  cut  it 
open  and  make  a  record  of  all  you  find  inside. 

6.  Feed  one  or  more  pigs,  measure  all  corn  eaten  during  the  month, 
and  if  possible  weigh  the  animal  and  record  his  gain,  and  the  corn  eaten 
for  each  pound  of  gain. 

7.  Write  a  complete  description  of  some  pure  breed  of  live  stock — 
size,  color,  history,  and  advantages  that  are  claimed  for  it. 

8.  Count  all  the  different  kinds  of  plants  growing  in  a  square  foot 
of  sod.     Look  very  closely  for  those  not  readily  seen. 

9.  Study  an  ear  of  corn.     What  is  the  proportion  between  the 
length  of  the  ear  and  its  diameter?    How  many  rows  at  the  butt?    At  the 
tip?     Do  the  rows  twist  to  the  right,  the  left,  or  do  they  run  straight? 
What  differences  in  the  kernels  growing  at  the  butt,  the  middle  and  the 
tip?     Make  drawings  of  each.     Are  the  kernels  smooth  on  top  or  dented? 
If  dented,  what  is  the  shape  of  the  dent — long,  round  or  irregular?     What 
is  the  variety  examined? 

10.  Read  Principles  of  Agriculture,  by  L.  H.  Bailey,  published  by 
the  Macmillan  Company,  New  York.  Regular  price,  $1.25.  By  special 
arrangement  it  will  be  supplied  to  schools  at  94  cents. 

11.  Make  a  collection  of  all  the  different  soils  found  in  the  neighbor- 
hood. Pulverize  well  and  pick  out  all  the  sticks,  stones,  or  other  foreign 
matter.  Fill  some  quart  fruit  cans  with  these  soils  within  an  inch  of  the 
top.  Leave  the  covers  off  and  set  where  they  will  become  very  dry. 
Then  weigh  each  very  carefully  and  deduct  the  weight  of  the  can.  Then 
add,  a  little  at  a  time,  all  the  water  each  will  take  up  without  standing  on 
top  of  the  can.  Weigh  again  and  compute  the  percentage  of  water  each 
soil  is  able  to  hold. 


172  AGRICULTURE. 

DEFINITIONS. 

Variety — Those  plants  and  animals  that  are  near  enough  alike  to 
have  the  same  name,  yet  so  different  from  others  as  to  need  a  name  of 
their  own.  Example. — Learning  corn.  Ben  Davis  apple.  Shorthorn 
cattle. 

Legal  Weight — The  weight  as  fixed  by  law. 

Barren — Not  bearing  seeds  or  young. 

Carpel — The  seed  cell  of  the  apple. 

Crop — The  first  stomach  of  a  chicken  or  other  bird;  also,  corn,  oats, 
etc.,  grown  upon  a  field. 

Pedigree — The  record  of  ancestry. 

Natural  Selection — The  natural  competition  between  animals  or 
plants  for  food  or  room  and  which  determines  in  a  state  of  nature  which 
shall  die  and  which  shall  live  and  produce. 

Variation — Difference  between  individual  animals  or  plants  of  the 
same  kind. 

Root — That  portion  of  the  plant  that  takes  food  from  the  soil. 

Leaf — That  portion  of  the  plant  that  takes  food  from  the  air. 

THIRD  MONTH. 

1.  What  insects  have  damaged  the  crops  of  the  year  in  your  district? 
Describe  the  damage  and  the  extent  of  the  loss. 

2.  Stick  a  pin  into  a  rotten  apple  and  then  into  a  sound  one.     Put 
the  sound  apple  away  and  look  at  it  every  few  days.     Record  what  you 
find. 

3.  Plant  a  bean  seed  in  a  box  of  moist  earth.     Keep  a  record  of  the 
time  it  takes  to  send  its  sprout  up  to  the  light,  then  measure  its  growth 
every  two  days  and  keep  a  record  of  it. 

4.  Find  how  much  a  horse  will  eat  in  a  month,  and  what  it  will  cost 
to  keep  him  a  year. 

5.  Where  does  a  spavin  grow  on  a  horse?     Sidebone?     Splint? 
Curb?     Thoroughpin?     What  does  "knee  sprung"  mean?    Ask  a  horse- 
man. 

6.  What  farm,  garden,  and  orchard  plants  reproduce  only  from 
seeds?     What  ones  by  some  other  method  than  by  seed?     What  ones  will 
not  produce  valuable  varieties  (not  "come  true")  by  seed? 

7.  Find  what  is  a  day's  work  at  the  following:     Plowing;  cultivat- 
ing corn;  husking  corn  on  the  hill;  husking  from  the  shock;  cutting  wheat 
with  the  binder;  shocking  wheat;  threshing;  cutting  hay;  digging  ditch 
three  feet  deep  for  tile;  digging  ditch  three  and  one-half  deep  for  tile. 

8.  Make  an  inventory  of  all  the  machinery  used  on  the  farm  on  which 
you  live,  with  the  cost  of  each  piece. 

9.  Fill  one  fruit  can  with  sand,  another  with  loam,  both  free  from 
sticks,  stones,  or  other  foreign  matter;  put  on  the  cover  loosely  without 
rubber.     Set  in  a  warm  place  until  well  dried  out.     Weigh  and  determine 
amount  of  soil.     Then  turn  the  cans  bottoms  up  in  a  dish  of  water. 
Note  the  comparative  rapidity  with  which  water  will  rise  on  the  soil 
within  the  cans,  when  it  has  reached  aJl  the  soil  of  each.     Then   dry 


AGRICULTURE.  173 

them  out  again  slowly,  see  which,  soil  retains  its  moisture  longest  and 
compute  the  amount  taken  up  by  each. 

10.     On  how  many  days  last  year  did  the  sun  shine? 

DEFINITIONS. 

Rot — The  effect  of  minute  plants  that  get  in  through  some  crack  or 
wound  in  the  skin  or  bark  and  grow  as  parasites. 

Parasite — A  small  plant  or  animal  that  lives  and  feeds  upon  a  large 
one.  Examples:  Apple  rot,  the  dark  scabs  on  apples;  warts  on  the 
hands;  lice  on  cattle. 

Energy — That  property  of  food  that  gives  strength  or  power  to  do 
work. 

Cutting — A  small  portion  of  a  plant  cut  away  and  set  in  the  soil  to 
grow. 

Graft — A  portion  of  one  plant  cut  away  and  set  into  another  plant  to 
grow. 

Layer — A  small  portion  of  a  plant  laid  in  the  soil  to  grow,  but  not 
cut  away  until  roots  have  started. 

Runner — A  portion  of  certain  plants  pushed  out  for  the  purpose  of 
taking  root. 

Sprout — A  portion  growing  from  a  single  bud. 

FOURTH  MONTH. 

1.  Make  a  map  of  the  school  district  and  lay  off  the  farms. 

2.  How  many  acres  of  wheat  were  grown  on  each  farm  this  year  and 
how  many  bushels  did  it  yield  per  acre?     The  same  for  oats  and  corn  or 
for  any  other  three  principal  crops. 

3.  Study  the  pines  and  spruces.     What  is  the  shape  of  evergreen 
leaves?     Do  evergreen  trees  ever  shed  their  leaves?     The  pines  bear  their 
leaves  in  clusters.     How  many  leaves  in  each  cluster?     Are  there  the 
same  number  of  leaves  in  the  clusters  of  each  pine  tree  you  have  exam- 
ined? 

4.  Make  a  collection  of  several  kinds  of  cones.     Open  some  of  them 
and  find  where  the  seeds  are  hidden. 

5.  Find  some  man  who  is  feeding  a  bunch  of  steers.     Make  a  record 
of  the  following: 

a.  How  many  in  the  bunch? 

b.  How  many  are  red?     How  many  roan?    How  many  black?    How 

many  spotted  red  and  white?    How  many  spotted  black  and 
white? 

c.  How  much  does  the  whole  bunch  eat  each  day? 

d.  Which  ones  are  fattening  best? 

e.  How  many  hogs  are  feeding  with  them? 

6.  Horses  have  greatly  different  proportions  of  parts.     Measure  at 
least  three  of  different  size  (and  of  different  breeds  if  possible)  and  com- 
pare the  following:     Height  at  withers;  length  from  muzzle  to  poll;  from 
poll  to  withers;  from  withers  to  coupling;  from  coupling  to  setting  on  of 
tail;  girth  just  back  of  shoulders;  girth  at  flank;  from  point  of  shoulder 


174  AGRICULTURE. 

to  point  of  quarter;  from  point  of  shoulder  to  knee,  from  elbow  to  knee; 
from  knee  to  fetlock.  Take  the  height  at  withers  as  a  base  and  compare 
all  dimensions  in  terms  of  per  cent. 

7.  Cut  crosswise  a  lemon,  an  orange,  an  apple  and  a  banana.     Make 
drawings  of  all  you  can  discover  and  compare  carefully. 

8.  Plat  and  write  a  history  of  one  farm  in  the  neighborhood — what 
it  raised  the  present  year;  how  many  acres  of  each;  what  the  yield;  how 
much  was  marketed  and  how  much  fed  or  otherwise  consumed  on  the 
farm;  how  many  acres  failed  to  yield  anything  (counting  fence  rows,  waste 
places,  etc.);  what  the  family  used  and  what  it  is  worth  at  market  prices. 

9.  What  does  it  cost  to  raise  an  acre  of  corn?     How  much  for  rent 
or  use  of  land?     How  much  for  labor?     How  much  for  seed? 

10.  Read:  The  Soil,  by  F.  H.  King,  published  by  the  Macmillan 
Company,  New  York.  Regular  price  75  cents.  Special  price  to  schools 
58  cents. 

DEFINITIONS. 

Evergreens — Those  plants  that  keep  their  leaves  all  the  year. 

Cone — The  scaly  seed  case  of  pines,  spruces,  and  most  evergreens. 

Protein — The  nitrogenous  part  of  food  either  for  animals  or  men — 
the  part  that  makes  muscles,  nerves,  brain,  etc. 

Nitrogen — One  of  the  fourteen  elements  necessary  to  life  of  either 
animals  or  plants. 

Withers — The  highest  point  above  the  shoulders. 

Muzzle — The  end  of  the  nose  and  the  mouth. 

Poll — The  region  between  the  ears  of  the  horse;  in  hornless  cattle  it 
often  extends  one-third  of  the  way  down  to  the  eyes. 

Coupling — That  part  of  the  backbone  which  joins  the  hips  at  the 
small  of  the  back. 

Girth — Distance  around. 

FIFTH  MONTH. 

1.  Make  a  plat  of  some  farm  in  the  school  district.     Write  a  descrip- 
tion of  its  fields,  fences,  and  buildings  with  the  crops  produced  and  live 
stock  kept,  and  a  history  of  its  settlement  and  changes  in  ownership. 

2.  Why  do  flowers  and  leaves  wilt  when  picked?     Do  plants  drink 
water?    How? 

3.  Take  a  white  flower  with  a  stem  two  or  three  inches  long  and  put 
this  stem  in  a  bottle  containing  red  ink.     Look  at  it  after  it  has  been  in 
the  ink  a  few  hours  and  write  down  what  you  see.     Draw  a  picture  of 
what  you  see. 

4.  How  many  teeth  has  a  cow  and  where  are  they?     Compare  with 
the  horse  and  sheep. 

5.  How  does  a  horse  use  his  feet  in  walking?    In  trotting?     In  pac- 
ing? 

6.  Describe  all  the  uses  of  cattle,  sheep  and  hogs.     Which  is  most 
useful  to  man  and  why?     Write  a  full  description  of  a  stock  farm  of  the 
neighborhood  and  draw  a  ground  plan  of  the  barn. 


AGRICULTURE.  175 

7.  Make  a  collection  of  seeds  of  all  fruits  grown  or  sold  in  the  neigh- 
borhood. 

8.  Make  a  collection  of  oat  and  grass  seed  that  at  least  two  fanners 
expect  to  sow.     Examine  carefully,  identify  any  weed  seeds  found  and 
estimate  the  percentage  of  purity. 

9.  Average  the  temperature  for  each  month  of  the  year  and  compare 
with  those  of  other  years  whose  records  you  have  kept. 

10.  How  much  is  paid  out  for  labor  each  year  on  the  farm  on  which 
you  live? 

11.  Keep  an  account  of  all  the  food  consumed  in  one  year  in  the  fam- 
ily in  which  you  live.     How  many  in  the  family  and  what  would  the  food 
cost  if  bought  at  the  retail  price  in  town? 

12.  How  much  does  a  cow  eat  in  a  year?    How  much  milk  should  she 
give,  and  how  much  butter  should  she  make?     Feed  a  good  cow  for  a 
month  and  find  out. 

DEFINITIONS. 

Transpiration — The  loss  of  water  through  the  leaves  of  plants. 

Fetlock — The  first  joint  above  the  ground  on  the  leg  of  a  horse,  cow 
or  hog. 

Pastern — The  space  between  the  fetlock  and  the  hoof. 

Wild  Animals — Those  that  live  in  a  state  of  nature  and  take  care  of 
themselves. 

Tame  Animals — Those  that  have  been  captured  from  the  wild  state, 
the  first  step  toward  domestication. 

Domestic  Animals — Those  that  have  descended  from  wild  animals 
but  have  long  been  tame. 

Feral  Animals — Those  that  have  escaped  from  domestication  and 
have  become  wild  again,  as  the  wild  horses  and  cattle  that  once  covered 
the  western  plains. 

SIXTH  MONTH. 

1.  Test  the  vitality  of  seed  corn  saved  for  planting.     To  do  this  take 
five  kernels  from  each  of  twenty  ears.     Fill  a  common  plate  with  soil, 
and  cover  with  three  or  four  thicknesses  of  coarse  cloth.     Moisten  cloth 
and  soil  well.     Lay  the  one  hundred  kernels  on  the  cloth,  cover  with 
another  plate  turned  bottom  up  to  keep  the  moisture  in  and  set  in  a 
warm  place.     Examine  every  day  and  keep  moist.     At  the  end  of  six 
days  count  the  kernels  that  have  sprouted  and  estimate  the  per  cent  of 
seed  that  will  grow.     In  the  same  way  test  the  vitality  of  weed  seeds 
collected  the  fall  before,  only  give  more  time  for  sprouting  when  neces- 
sary. 

2.  Pour  some  boiling  water  on  bean  seeds.     When  they  swell  remove 
the  skin,  split  the  bean,  and  draw  a  picture  of  the  inside  of  each  half. 
What  is  the  little  growth  between  the  halves,  and  what  would  it  have 
become  if  planted?     Make  drawings  of  other  beans  after  being  planted 
in  moist  soil  for  five  days. 

3.  How  many  toes  has  a  chicken?     Dog?     Horse?     Pig?     Sheep? 

4.  Will  pigs  eat  hay?     Meat?     Ashes? 


176  AGRICULTURE 

5.  Write  the  biography  of  some  successful  stock  breeder  or  feeder 
in  your  neighborhood. 

6.  Which  will  eat  more  in  proportion  to  its  weight,  a  hog  or  a  horse? 
Which  will  gain  more  in  proportion  to  the  feed  eaten — a  young  hog  or 
an  older  one?     Try  it. 

7.  What  fruits  and  vegetables  are  grown  in  glass  houses  for  market? 

8.  Collect  seed  corn  from  at  least  two  farmers.     Report  where  it  was 
kept  and  how  they  cared  for  it  during  the  winter.     Put  one  hundred 
kernels  of  each  on  a  plate  of  moistened  sand  (or  other  soil),  turn  another 
plate  over  it  to  keep  it  from  getting  dry.     Keep  warm  and  moist  and 
after  seven  days  count  the  sprouted  kernels  and  estimate  the  percentage 
of  germination.     Put  a  few  kernels  in  balls  of  cotton  and  lay  in  a  glass 
of  water.     Watch  the  roots. 

9.  Read:    Plant  Breeding,  by  L.  H.  Bailey,  published  by  the  Mac- 
millan  Company,  New  York.     Regular  price   $1.00.     Special  price  to 
schools  77  cents. 

10.  Take  an  inventory  of  live  stock,  its  kind,  number  and  value  on 
the  largest  farm  of  the  school  district,  and  on  the  one  on  which  you  live. 

DEFINITIONS. 

Vitality — The  power  to  grow. 

Plantlet — A  very  young  plant. 

Cotyledons — The  first  leaf  or  pair  of  leaves. 

Stock — Horses,  cattle,  sheep,  pigs,  or  other  large  animals  kept  on  the 
farm. 

Biography — The  story  of  a  person's  life 

Corn — In  America  the  maize  or  Indian  corn;  in  England  any  grain 
crop. 

Greenhouse — A  glass  house  in  which  flowers  or  vegetables  are  grown. 

Fruit — To  the  botanist  any  seed;  to  the  horticulturist  the  eatable 
portions  that  surround  the  seed. 

SEVENTH  MONTH. 

Make  the  following  germination  experiments: 

1.  Fill  a  box  with  good  soil.     Put  a  few  seeds  of  corn,  oats,  and 
beans  in  one  corner  one  inch  deep.     In  another  corner  plant  an  equal 
number  three  inches  deep;  in  another  six  inches  deep,  and  in  another  ten 
inches  deep.     Record  time  of  coming  up  of  each  kind  of  seed  and  from 
the  different  depths  of  planting. 

2.  Put  a  half  dozen  kernels  of  corn  in  each  of  three  bottles.     Fill 
one  bottle  half  full  of  water  from  the  well,  another  with  boiled  water,  and 
the  other  with  castor  oil  or  machine  oil.     Set  in  a  warm  place.     Record 
what  happens  and  explain. 

3.  Mark  a  bud  on  an  apple  tree  and  one  on  a  grapevine  by  tying  a 
string  about  the  branch  above  the  bud.     Keep  a  written  record  of  all  that 
grows  from  each  bud.     This  means  that  you  must  watch  these  buds  from 
March  until  September.     Try  to  make  a  drawing  of  each  about  once  a 
month. 


AGRICULTURE.  177 

4.  Why  does  a  hen  eat  gravel?    Does  a  hen  have  hair?    A  sheep? 
Does  a  hog  have  wool? 

5.  How  much  did  the  bunch  of  steers  sell  for  that  you  examined  in 
December?     How  much  did  the  feeder  get  a  bushel  for  his  corn?     How 
much  would  he  have  gotten  for  his  corn  if  sold  in  the  market?     Watch 
for  first  robin. 

6.  Watch  for  the  first  birds  and  the  first  buds  and  keep  a  record  of 
the  date  of  each.     Continue  through  next  month. 

7.  Plant  in  dishes  of  soil  seeds  of  lemon,  orange,  coffee  and  the 
various  fruits  and  nuts  in  the  markets.     Make  drawings  of  their  leaves. 

8.  Plant  not  less  than  five  seeds  of  corn,  oats,  beans,  peas  and  squash 
in  separate  rows  across  a  box  of  earth  kept  moist  and  warm.     Note  time 
of  planting  and  when  each  comes  up.     Also  write  description  and  make 
drawings  showing  how  each  looks  as  it  pushes  through  the  ground. 
Rake  off  litter  from  the  strawberry  plants. 

9.  Bolt  two  pieces  of  iron  together  with  a  piece  of  board  between 
them.     Turn  the  nut  up  tight.     Lay  it  out  in  a  rain  storm.     After  it  has 
been  thoroughly  soaked  for  a  number  of  hours  put  it  in  a  warm  place  to 
dry  out.     The  wood  will  now  shrink  and  be  loose  between  the  pieces  of 
iron.     Turn  up  the  nut  until  it  is  tight,  and  repeat  the  wetting  and  dry- 
ing process  until  you  understand  how  farmers  ruin  their  machinery  by 
exposing  it  to  rain  and  sun  without  a  good  coat  of  paint. 

DEFINITIONS. 

Germination — The  beginning  of  growth  in  seed — the  same  as  sprout- 
ing. 

Budding — Putting  the  bud  of  one  plant  beneath  the  bark  of  another 
to  grow  there. 

Grafting — Inserting  a  twig  from  one  tree  into  another  branch  to 
grow  there. 

Stock  Yards — The  city  market  where  fat  animals  are  sold.  The 
Union  Stock  Yards  in  Chicago  are  the  largest  in  the  world,  covering  over 
two  hundred  acres. 

Barometer — An  instrument  for  measuring  the  pressure  of  air. 

Anemometer — An  instrument  for  measuring  the  speed  of  the  wind. 

Raingauge — An  instrument  for  measuring  the  amount  of  rain  fall. 

All  such  records  are  kept  at  the  Government  station  in  Chicago. 
Watch  the  papers  for  reports. 

EIGHTH  MONTH. 
Keep  a  record  of  the  following: 

1.  When  the  first  robin  was  seen. 

2.  When  grass  seed  was  sown  in  the  neighborhood. 

3.  When  grass  first  shows  green. 

4.  What  tree  first  shows  green  and  when. 

5.  Weigh  all  the  milk  of  two  cows  for  a  week.     Why  does  one  give 
more  milk  than  the  other?     Does  she  eat  more? 

6.  Make  a  garden  six  feet  square  of  good  ground.     Sow  radishes, 
lettuce  and  spinach.     Plant  one  potato,  two  cabbages,  one  cucumber,  two 


178  AGRICULTURE. 

bush,  beans,  two  tomatoes,  and  a  few  peas.  Train  the  tomatoes  to  a  stake 
and  keep  trimmed.  Lay  vines  over  edge  of  the  garden  as  much  as  pos- 
sible. Keep  clean  of  weeds.  Keep  record  of  time  of  sprouting,  blossom- 
ing and  fruiting. 

7.  Plant  one  currant  bush,  one  cherry  tree,  one  raspberry  bush,  one 
grapevine,  and  one  shade  tree.      Keep  clean  of  weeds.     Plant  one  good 
tree  at  the  side  of  the  school  yard  and  take  care  of  it.     Make  a  record  in 
the  register  of  the  date,  kind  of  tree,  height,  and  names  of  pupils  helping. 

8.  Read  over  the  vacation  work  and  make  plans  for  it  now. 

DEFINITIONS. 

Radicle — The  part  of  the  sprouting  seed  that  goes  downward  and 
makes  the  root. 

Plumule — The  part  of  the  sprouting  seed  that  goes  upward  and 
makes  the  stem. 

Petals — The  colored,  leaf-like  parts  of  the  flower. 

Calyx — The  small  green  leaf -like  parts  just  outside  the  petals  of 
the  flower. 

Pollen — The  dust,  generally  yellow,  from  flowers,  and  is  the  male 
element  of  plants. 

Ovule — The  part  of  the  flower  that  becomes  a  seed  if  pollen  gets  to  it. 

Tassel — The  part  of  corn  where  the  pollen  grows. 

Silk — The  female  element  of  corn. 

Incisors — The  front  teeth. 

Bdbcock  Test — A  method  of  estimating  the  amount  of  fat  in  milk. 
Equal  parts  of  milk  and  sulphuric  acid  are  mixed  and  rapidly  whirled 
until  the  fat  (cream)  rises  and  separates  as  oil  that  can  be  measured. 

Garden  Trowel — A  small  tool  for  setting  out  plants. 

Check  Rower — A  tool  for  planting  two  hills  of  corn  at  a  time  and 
leaving  it  in  rows  both  ways. 

Shredder — A  machine  for  tearing  corn  stalks  into  pieces  for  feeding. 

Cutter — A  machine  for  cutting  corn  stalks  into  short  pieces  either 
for  silage  or  dry  feed. 

Silage — Green  feed,  especially  corn,  packed  closely  into  a  tight  bin 
or  box,  called  a  silo. 

VACATION   WORK. 

Some  of  the  best  things  can  be  done  in  vacation,  especially  in  the 
fields  and  in  the  orchards  and  gardens.  Do  not  try  to  do  all,  but  some 
of  the  following: 

1.  Cover  a  half  dozen  ears  of  corn  with  cloth  or  heavy  paper  sacks. 
Do  this  as  soon  as  the  silk  starts.     Have  the  sack  long  enough  to  give  the 
ear  plenty  of  room  and  tie  loosely  about  the  stalk  so  that  no  dust  can 
reach  the  ear. 

Plant  a  hill  of  corn  alone  in  the  garden  at  least  ten  rods  from  any 
other  corn.  Note  effect  on  the  ear. 

2.  Count  all  the  good  heads  of  oats  on  a  spot  of  ground  a  foot  square. 
Count  all  the  blasted  heads  on  the  same  spot.     Do  this  on  five  such  spots 


AGRICULTURE.  179 

and  calculate  the  percentage  of  smut  in  the  field,  and  the  loss  per  acre  in 
bushels. 

3.  Find  a  place  where  white  and  yellow  corn  are  growing  side  by 
side.     Then  find  where  there  are  the  most  mixed  kernels — at  the  butt  of 
the  ear,  along  the  middle,  or  at  the  tip. 

4.  Find  the  greatest  number  of  oat  stalks  growing  from  a  single  root. 

5.  Make  notes  on  growth  from  the  buds  marked  on  the  grapevine 
and  apple  tree.     Care  for  the  flower  bed  and  keep  a  record  of  how  many 
flowers  you  grow. 

6.  Collect  flowers,  leaves,  or  small  plants  that  interest  you.    Put  them 
between  several  thicknesses  of  newspapers.     Put  one  above  another  with 
a  board  on  top,  and  put  on  brick  or  stone  to  press  them.     Open  and 
change  papers  every  day  or  two  until  they  are  dry,  then  lay  away  between 
sheets  of  plain  paper,  such  as  is  used  at  the  store  for  wrapping  parcels. 

If  you  want  to  do  it  in  the  best  way  have  the  sheets  11^  by  16£ 
inches.  Bend  the  plant  to  this  size  before  drying,  then  when  dry  fasten 
to  the  plain  sheet  with  strips  of  court  plaster  or  sew  on  with  thread. 
Also  write  on  one  corner  of  the  sheet  the  following: 

Date 

Name  of  collector 

Name  of  plant 

Where  found 

7.  Visit  a  flock  of  sheep  at  shearing  time  and  take  the  weights  of  at 
least  twelve  fleeces.     Which  shears  the  longer  wool,  a  lamb  (yearling)  or 
an  old  sheep?     Where  will  the  ticks  go  when  the  sheep  are  shorn?    What 
is  to  be  done  about  it? 

8.  Plant  a  little  corn  out  of  doors,  if  not  more  than  one  hill,  and 
measure  and  keep  a  record  of  its  growth  each  week.     Do  not  stretch  up 
the  leaves  but  measure  as  it  stands  naturally. 

9.  Collect  and  describe  the  blossoms  of  wheat,  oats,  clover,  timothy, 
and  corn.     In  how  many  ways  do  they  differ?    Which  are  visited  by  bees 
and  why?     Why  are  the  others  not  visited  by  bees?    Is  it  of  any  conse- 
quence to  the  plant  to  be  visited  by  bees? 

10.  Find  out  whether  grass  blades  grow  from  the  point  or  from  the 
base. 

11.  Study  the  horse  and  the  dog  and  learn  which  is  the  more  intelli- 
gent; which  shows  more  anger,  fear,  affection.     Keep  written  notes  and 
prepare  a  written  report. 

12.  Watch  the  garden  and  the  trees.     Flowers  are  staminate  and  pis- 
tillate.    Staminate  flowers  shed  a  fine  dust,  pollen,  when  ripe.     The 
tassel  of  corn  is  the  staminate  flower  and  the  silk  is  the  pistillate.     In 
how  many  ways  is  this  pollen  brought  to  the  pistils  of  the  flowers  in 
different  plants? 

13.  Have  a  small  garden  at  nome  and  at  the  school  when  possible. 

14.  What  is  the  largest  number  of  good  grains  in  a  head  of  wheat? 
Of  oats? 

15.  What  should  each  crop  yield  pei  acre  as  grown  in  your  neighbor- 
hood? 


180  AGRICUITURE. 

16.  Work  extra  time  and  raise  an  acre  of  some  crop  if  possible.    Do 
all  the  work  yourself  and  pay  rent  for  the  land.     Sell  the  crop  and  with 
the  money  buy  pigs  or  sheep.     Feed  and  sell  these  and  in  this  way  start 
a  fund  to  be  used  for  books  or  in  going  to  school. 

17.  Dig  up  a  clover  plant  in  the  growing  season.     Those  little  swollen 
points  that  you  see  in  the  roots,  called  nodules  or  tubercles,  are  the  home 
of  bacteria,  which  in  their  growth  take  the  nitrogen  from  the  air.     They 
live  but  a  short  time,  and  at  their  death  this  nitrogen  is  available  for 
common  plants,  which  need  large  quantities  of  nitrogen,  but  being  unable 
to  get  their  own  supply  from  the  atmosphere  are  entirely  dependent  upon 
the  soil  supply  which  is  never  large  and  is  soon  exhausted  by  cropping 
and  by  rain*.     Large  crops  cannot  be  raised  therefore  unless  this  soil 
nitrogen  be  kept  up.     To  do  this  by  buying  nitrogen  in  the  form  of  fer- 
tilizers will  cost  fifteen  cents  a  pound  and  it  will  require  over  four  pounds 
to  grow  a  bushel  of  wheat.     It  can  be  secured  for  nothing  by  growing, 
occasionally,  on  every  field  those  crops  that  are  able  to  get  nitrogen  from 
the  air  through  the  tubercles  on  their  roots.     Only  certain  plants  can  do 
this.     All  others  consume  nitrogen  without  producing  it. 

Look  carefully  at  the  *oots  of  all  farm  crops  and  determine  which 
have  nodules  and  which  have  none, — then  you  will  have  classified  crops 
into  nitrogen  producers  and  nitrogen  exhausters. 

DEFINITIONS. 

Bacteria — Minute,  single  celled  plants  so  small  that  200  or  300  of 
them  placed  end  to  end  would  be  scarcely  long  enough  to  reach  through 
a  single  thickness  of  this  paper. 

Nodules — Little  knots,  or  warts  found  growing  on  the  roots  of  cer- 
tain plants. 

Tiiberclea — In  this  sense  the  same  as  nodules. 


HOUSEHOLD  ARTS.  181 

HOUSEHOLD  ARTS. 

The  committee  for  the  Course  of  Study  for  the  common  schools  of 
the  state  feel  that  the  time  has  come  to  put  some  phases  of  the  work  known 
as  Home  Economics  into  this  Course  of  Study.  Some  topics  with  which 
a  beginning  may  be  made  in  that  work  have  been  selected.  The  request 
was  made  for  such  work  as  would  require  no  additional  apparatus,  so 
such  topics  hare  been  chosen  as  seem  best  suited  to  correlate  with  the 
work  already  being  done  in  elementary  science,  nature  study,  or  phys- 
iology. 

The  proposed  scheme  is  not  intended  for  more  than  a  suggestion. 
Teachers  may  prefer  to  change  the  order  of  the  topics  or  the  time  allotted 
to  them.  For  example,  it  is  not  expected  that  no  work  shall  be  done  in 
sewing  after  the  first  month.  It  is  perfectly  reasonable  to  suppose  that 
dust  cloths,  holders,  and  stockings  should  receive  attention  at  intervals 
throughout  the  year.  Each  child  can  at  least  dust  its  own  desk  and  so 
the  dust  cloths  will  need  to  be  washed  from  time  to  time.  In  every  pos- 
sible case  the  child  is  to  be  encouraged  to  do  the  work  either  at  home  or 
at  school.  It  is  hoped  by  this  means  that  a  closer  connection  may  be 
established  between  the  home  work  and  the  school  study. 

The  following  Farmers'  Bulletins,  which  will  be  given  when  asked 
for,  will  be  found  most  helpful.  They  may  be  obtained  from  the  follow- 
ing address: 

Dr.  A.  C.  True,  Director  Office  of  Experiment  Stations,  U.  S.  Depart- 
ment of  Agriculture,  Washington,  D.  C. 

Bulletin  34.  Meats:  Composition  and  Cooking.  By  C.  D.  Woods. 
Pp.  29. 

Bulletin    74.  Milk  as  Food.    Pp.  39. 

Bulletin    85.  Fish  as  Food.     By  C.  F.  Langworthy.    Pp.  30. 

Bulletin    93.  Sugar  as  Food.     By  Mary  H.  Abel.     Pp.  27. 

Bulletin  112.  Bread  and  the  Principles  of  Bread  Making.  By  Helen 
W.  Atwater.  Pp.  39. 

Bulletin  121.  Beans,  Peas,  and  other  Legumes  as  Food.  By  Mary 
H.  Abel.  Pp32. 

Bulletin  128.  Eggs  and  their  Uses  as  Food.  By  C.  F.  Langworthy. 
Pp.  32. 

Bulletin  142.  Principles  of  Nutrition  and  Nutritive  Value  of  Food. 
By  W.  0.  Atwater.  Pp.  48. 

FIRST  MONTH. 

SEWING. — Name  stitches,  running,  stitching,  over  handing,  hemming. 
Have  pupils  use  these  stitches  in  making  cheese  cloth  dusters,  hold- 
ers, dish-towels,  or  aprons.   Darn  stockings  or  aprons,  brought  from  home. 

SECOND  MONTH. 

"WiTEl. — Sources,  kinds,  hard,  soft.  Test  samples  by  using  soap. 
Show  how  hard  water  wastes  soap.  Soften  with  soda  or  ammonia.  Uses: 
L  As  a  cleansing  agent.  Personal  cleanliness.  Show  what  it  includes. 

1.  OAKS  OF — Skin,  hair*  teeth,  nails. 


182  HOUSEHOLD  ARTS. 

2.  LAUNDERING. — What  does  it  include?  Where  should  soiled  clothes 
be  kept?  Emphasize  the  proper  care  of  bed  clothes,  especially  if  the  bed 
has  been  used  by  a  sick  person.  If  practicable  have  pupils  wash  dusters 
which  they  use  about  their  desks. 

Make  starch  of  different  thickness.  Discuss  proper  methods  of  wash- 
ing, rinsing  and  drying  to  prevent  fading. 

THIRD  MONTH. 

WATER. — H.  Uses  for  cooking  purposes. 

1.  To  soften  the  cell  walls  of  vegetables.  (Talk  about  structure  of  po- 
tato).    Show  cells  in  orange  or  lemon. 

2.  As  a  source  of  heat.     Explain  use  of  double  boiler.     Boil  water; 
test  temperature  with  thermometer.     Show  that  temperature  of  water  in- 
side double  boiler  is  not  212  F.,  so  some  things  cannot  be  well  cooked 
in  a  double  boiler.     Talk  about  safe  water  for  drinking  purposes.     Show 
how  wells  and  streams  are  made  unsafe.     Boil  a  potato  with  skin  on  in 
soft  water.     Boil  a  potato  without  skin  in  soft  water.     Repeat  the  experi- 
ment, using  hard  water.     Compare  results.     Cook  cereals — wheat,  oats. 
It  will  be  more  interesting  if  this  cooking  can  be  done  at  school;  but  if 
it  cannot  be,  let  the  children  do  the  work  at  home  and  bring  the  cooked 
articles  to  school. 

FOURTH  MONTH. 

AIR. — Composition,  properties,  invisible,  inodorous,  colorless. 

Prove  by  experiment  that  it  is  elastic  and  has  weight.  Talk  about 
necessity  for  pure  air  to  breathe.  Show  how  a  candle  will  not  burn  with- 
out air  by  putting  a  lighted  one  in  a  closed  fruit  jar.  Show  how  to  air 
and  ventilate  the  schoolroom.  How  to  arrange  window  sashes  to  let  air 
in  and  out  and  prevent  drafts.  Talk  about  air  in  bedroom  and  "airing" 
of  bed  clothes.  Explain  heating  apparatus;  have  children  ventilate  the 
room  and  watch  the  thermometer.  Have  children  report  temperature  of 
their  homes.  Impure  air  a  source  of  disease.  Tell  story  of  Black  Hole 
of  Calcutta.  What  is  the  barometer?  Cooking  on  the  mountain  top;  in 
the  valley. 

FIFTH  MONTH. 

FOOD. — What  is  food?  Take  whole  milk  to  show  classes  of  food 
principles.  Cream-fat.  Remove  cream;  heat  milk;  curd  is  one  form  of 
protein.  The  whey  contains  the  sugar  of  milk. 

Put  flour  in  little  piece  of  cloth;  wash  out  starch;  the  gluten  left  on 
the  cloth  is  another  form  of  protein.  Or  get  gluten  by  chewing  wheat. 
The  lean  part  of  meat  is  another  form  of  protein. 

Food  principles:  Protein-fat,  carbohydrates.  These  food  princi- 
ples are  found  in  our  ordinary  foods.  Food  must  be  digested  before  it 
can  be  used  in  the  body  to  build  tissue,  make  muscle,  or  fat,  or  keep  the 
body  warm.  The  various  processes  of  cooking  should  aid  digestion  by 
the  action  of  heat  upon  the  different  food  principles.  This  work  can  be 
done  in  connection  with  the  physiology. 


HOUSEHOLD  ARTS.  183 

SIXTH  MONTR 

VEGETABLES. — Show  that  many  different  parts  of  plants  are  used  for 
food.  Seeds:  peas,  beans;  Roots:  carrots,  turnips;  Bulbs:  onions;  Tu- 
bers: potatoes;  Shoots:  asparagus;  Stalks:  celery,  rhubarb;  Leaves:  cab- 
bage, lettuce;  Flowers:  cauliflower;  Fruit:  cucumber,  tomato.  Value  of 
vegetable  and  fruits  in  the  diet  to  add  certain  acids  and  mineral  matters 
to  the  foods. 

SEVENTH  MONTH. 

BREAD. — Tell  something  of  history  of  bread  making;  show  samples 
of  grains  from  which  flour  is  made. 

Try  to  get  gluten  from  corn  meal.  Try  to  get  gluten  from  oat  meal. 
Explain  processes  in  bread  baking.  Mixing:  Care  in  measuring  mate- 
rials and  neatness.  Kneading:  Reasons  for.  How  tell  when  kneaded 
enough?  Emphasize  cleanliness  of  person  and  utensils.  Raising:  Rea- 
sons for.  Temperature.  Time  dependent  on  quantity  of  yeast.  Baking: 
Size  of  loaf.  Small  ones  better;  why?  Temperature  of  oven.  How  tell 
when  hot  enough?  Effect  of  heat  in  baking.  Importance  of  having  bread 
well  baked.  Have  child  make  bread  according  to  directions  and  bring 
small  loaf  to  school.  Explain  changes  in  bread  in  making  toast.  Talk 
about  use  of  whole  wheat  and  graham  bread.  How  to  avoid  sour,  heavy 
bread. 

EIGHTH  MONTH. 

MEATS. — *Look  at  pictures  of  animals  used  for  food.  Ask  child  what 
kind  of  meat  he  likes  best.  Discuss  different  methods  of  cooking.  Show 
that  in  boiling,  roasting,  broiling,  the  aim  is  to  retain  all  the  juices.  So 
sear  the  outside  as  quickly  as  possible.  In  soup  making  aim  to  draw  out 
all  the  juices.  So  soak  in  cold  water.  Squeeze  juice  out  of  meat;  heat 
juice.  Explain  what  happens.  Put  2-inch  cube  of  meat  into  boiling  water; 
explain  result.  Get  charts  of  different  animals.  Talk  about  different 
cuts  of  meat,  their  cost  and  food  value. 

Explain  terms: — "Trimmings,"  "refuse,"  "waste."  Show  why  pork 
should  be  well  cooked.  Show  how  to  use  left  over  pieces  of  meat.  Dis- 
cuss methods  of  preserving  meats. 

The  body  is  made  up  of  these  same  principles  as  foods,  viz:  proteids, 
fats,  and  carbohydrates — so  it  is  built  up  by  the  food  we  eat. 

Ought  to  be  careful  to  select  food  that  contains  these  different  prin- 
ciples; to  cook  it,  well;  to  serve  it  daintily,  and  be  careful  to  have  every- 
thing very  clean. 

'•Farmers'  Bulletin  No.  34.  contains  these  pictures,  besides  much  valuable  information. 


184  HIGH  SCHOOL  COURSES. 

HIGH  SCHOOL  COURSES. 


The  proposed  courses  are  designed  for  three  classes  of  schools: 

1.  Those  having  one  high  school  teacher. 

2.  Those  having  two  high  school  teachers. 

3.  Those  having  three  high  school  teachers. 

Courses  for  Schools  Having  But  One  High  School  Teacher. 

I.  Course  uriih  Foreign  Language. 

A,  Subjects  to  be  taught  in  the  odd  years,  1903,  1905,  etc.: 

Subjects.  To  Whom  Taught. 

1.  English  I.  1st  year  pupils. 

2.  Algebra  I.  1st  and  2nd  year  pupils. 

3.  Greek  and  Roman  History.  1st  and  2nd  year  pupils. 

4.  Physiography  £;  Physiology  ^.  1st  year  pupils. 

5.  English  II.  2nd  year  pupils. 

6.  Latin  II.  2nd  and  3rd  year  pupils. 

7.  American  Literature  and  Classics.  3rd  and  4th  year  pupils. 

8.  Plane  Geometry.  3rd  and  4th  year  pupils. 

9.  Zoology  £;  Botany  £.  3rd  and  4th  year  pupils. 
10.  Eng.  History  £;  U.  S.  History  £.  4th  year  pupils. 

B.  Subjects  to  be  taught  in  the  even  years,  1904,  1906,  etc.: 

Subjects.  To  Whom  Taught. 

1.  English  I.  1st  year  pupils. 

2.  Latin  I.  1st  and  2nd  year  pupils. 

3.  Bookkeeping  and  Arithmetic.  1st  and  2nd  year  pupils. 

4.  Physiography  ^;  Physiology  %.  1st  year  pupils 

5.  English  II.  2nd  year  pupils. 

6.  Algebra  II.  2nd  and  3rd  year  pupils. 

7.  English  Literature  and  Classics.  3rd  and  4th  year  pupils. 

8.  Latin  HI.  3rd  and  4th  year  pupils. 

9.  Physics.  3rd  and  4th  year  pupils. 
10.  Eng.  History  £;  U.  S.  History  £.  4th  year  pupils. 

Those  entering  in  September,  1903,  would  take  the  subjects  in  the 
following  order: 

1903-4.  1905-6. 

1.  English  I.  1.  American  Literature. 

2.  Algebra  I.  2.  Plane  Geometry. 

3.  Greek  and  Roman  History.  3.  Latin  II. 

4.  Physiography  £•;  Physiology  £.  4.  Zoology  £;  Botany  £. 

1904-5.  1906-7. 

1.  English  H.  1.  English  Literature. 

2.  Algebra  IL  2.  Physics. 

3.  Latin  I.  3.  Latin  HI. 

4.  Bookkeeping  and  Arithmetic.  4.  Eng.  History  |;  U.  S.  History  f. 


HIGH  SCHOOL  COURSES.  185 

Those  entering  in  September,  1904,  would  take  the  subjects  in  the 
following  order: 

1904-5.  1906-7. 

1.  English  I.  1.  English  Literature. 

2.  Latin  I.  2.  Latin  III. 

3.  Bookkeeping  and  Arithmetic.  3.  Algebra  EL. 

4.  Physiography  £;  Physiology  £.  4.  Physics. 

1905-6.  1907-S. 

1.  English  n.  1.  American  Literature. 

2.  Latin  II.  2.  Plane  Geometry. 

3.  Algebra  I.  3.  Zoology  fc  Botany  f 

4.  Greek  and  Roman  History.  4.  Eng.  History  |-;  U.  S.  History  £. 

JJ.  Course  urithout  Foreign  Language. 

If  but  two  years  of  Latin  are  offered  some  subject  may  be  substituted 
for  Latin  III  in  Course  I.  If  no  foreign  language  is  taught  a  rearrange- 
ment is  necessary. 

A.  Subjects  to  be  taught  in  the  odd  years,  1903,  1905,  etc.: 

Subjects.  To  Whom  Taught. 

1.  English  I.  1st  year  pupils. 

2.  Algebra  I.  1st  year  pupils. 

3.  Civics  and  Commercial  Law.  1st  and  2nd  year  pupils. 

4.  Physiography  ^;  Physiology  %.  1st  and  2nd  year  pupils. 

5.  English  II.  2nd  year  pupils. 

6.  Plane  Geometry.  2nd  and  3rd  year  pupils. 

7.  American  Literature  and  Classics.  3rd  and  4th  year  pupils. 

8.  English  History  £;  U.  S.  History  -|.  3rd  and  4th  year  pupils. 

9.  Zoology  £;  Botany  \.  3rd  and  4th  year  pupils. 
10.  Solid  Geometry  \\  Reviews  \.  4th  year  pupils. 

B.  Subjects  to  be  taught  in  the  even  years,  1904,  1906,  etc. 

Subjects.  To  Whom  Taught. 

1.  English  I.  1st  year  pupils. 

2.  Algebra  I.  1st  year  pupils. 

3.  Bookkeeping  and  Arithmetic.  1st  and  2nd  year  pupils. 

4.  Greek  and  Roman  History.  1st  and  2nd  year  pupils. 

5.  English  II.  2nd  year  pupils. 

6.  Algebra  II.  2nd  and  3rd  year  pupils. 

7.  English  Literature  and  Classics.  3rd  and  4th  year  pupils. 

8.  Mediaeval  and  Modern  History.  3rd  and  4th  year  pupils. 

9.  Physics.  3rd  and  4th  year  pupils. 
10.  Solid  Geometry  \\  Reviews  \.  4th  year  pupils. 

Those  entering  in  September,  1903,  would  take  the  subjects  in  the 
following  order: 

1903-4.  1905-6. 

1.  English  I.  1.  American  Literature. 

2.  Algebra  I.  2.  Plane  Geometry. 

3.  Civics  and  Commercial  Law.  3.  Zoology  \\  Botany  \. 

4.  Physiography  \\  Physiology  \,  4.  English  Hi  story  £;ILS.History  f . 


186  HIGH  SCHOOL  COURSES. 

1904-5.  1906-7. 

1.  English  II.  1.  English  Literature. 

2.  Algebra  II.  2.  Solid  Geometry  ^-;  Reviews  £. 

3.  Bookkeeping  and  Arithmetic.  3.  Physics. 

4.  Greek  and  Roman  History.  4.  Mediaeval  and  Modern  History. 

Those  entering  in  September,  1904,  would  take  the  subjects  in  the 
following  order: 

1904-5.  1906-7. 

1.  English  I.  1.  English  Literature.        ^ 

2.  Algebra  I.  2.  Algebra  II. 

3.  Bookkeeping  and  Arithmetic.  3.  Physics. 

4.  Greek  and  Roman  History.  4.  Mediaeval  and  Modern  History. 

1905-6.  1907-8. 

1.  English  II.  1.  American  Literature. 

2.  Plane  Geometry.  2.  Solid  Geometry  -^;  Reviews  -J-. 

3.  Civics  and  Commercial  Law.  3.  Zoology  \\  Botany  •§-. 

4.  Physiography  \\  Physiology  £.  4.  EnglishHistory^;  U.S.History^. 

SUGGESTIONS. 

1.  The  object  of  the  above  arrangement  is  to  reduce  the  number  of 
daily  recitations  and  to  secure  some  continuity  of  work  so  that  pupils 
may  take  the  subjects  in  their  proper  sequence.     In  all  cases  of  alterna- 
tion a  class  is  joined  with  that  next  higher  or  lower  than  itself.     Alter- 
nation brings  together  pupils  of  different  previous  preparation  and  its 
disadvantages  should  not  be  augmented  by  putting  fourth  year  pupils 
with  those  of  the  first  or  second  year.     If  this  course  is  adopted  it  should 
be  followed  as  outlined  and  a  definite  record  should  be  left  for  succeed- 
ing teachers.     If  the  course  for  one-teacher  high  schools  is  adopted  at 
all,  it  should  be  followed  as  outlined  because  a  change  from  it  one  year 
will  necessitate  changes  for  other  years  and  in  the  end  is  liable  to  bring 
about  a  condition  worse  than  that  avoided  by  the  present  change. 

2.  Recitations  in  each  subject  should  occur  five  times  per  week,  and 
no  subject  should  be  given  less  than  half  a  year.     A  half-year  subject 
should  be  followed  by  an  allied  subject,  as  for  example  zoology  by  botany. 

3.  English  I,  by  which  is  meant  elementary  composition  and  some 
reading  of  English  classics,  is  so  essential  to  all  progress  that  it  is  given 
every  year.     English  H  is  more  advanced  work  of  the  same  character. 
If  properly  taught,  the  first  two  years  of  English  cannot  be  alternated 
any  more  than  can  the  first  two  years  of  Latin.     The  emphasis  should  be 
laid  on  the  composition,  but  it  is  not  best  to  postpone  all  classic  reading 
to  the  third  or  fourth  year  as  is  sometimes  done. 

4.  The  placing  of  plane  geometry  before  Algebra  H  is  both  possible 
and  by  many  mathematicians  deemed  to  be  very  desirable. 


HIGH  SCHOOL  COURSES.  187 

5.  With  such  u  course  of  study  the  daily  program  will  be  somewhat 
as  follows: 

A.  M.  P.  M. 

9:00—  9:15— Opening.  1:10—1:15—  Roll  call. 

9:15 —  9:45 — 1st  period.  1:15 — 1:45 —  6th  period. 

9:45— 10:15— 2d  period.  1:45—2:15—  7th  period. 

10:15— 10:45— 3d  period.  2:15—2:45—  8th  period. 

10:45— 11:00— Recess.  2:45—3:00—  Recess. 

11:00— 11:30— 4th  period.  3:00—3:30—  9th  period. 

11:30— 12:00— 5th  period.  o:30 — 4:00—  10th  period. 

This  provides  ten  periods  of  thirty  minutes  each.  The  thirty  minute 
period  is  given,  not  because  of  a  belief  that  it  is  sufficient  for  the  best 
work,  but  because  it  seems  to  be  about  all  that  the  conditions  will  allow. 
The  larger  schools  usually  omit  recess.  By  shortening  it  to  ten  minutes 
a  twenty  minute  period  is  provided  for  drawing,  music,  or  other  general 
exercises.  By  rearranging  the  program  the  general  exercise  period  can 
be  put  at  any  time  during  the  day.  If  not  all  the  classes  are  in  opera- 
tion the  periods  should  be  lengthened  to  forty  minutes  in  so  far  as  pos- 
sible. 

6.  Many  smaller  schools  cannot  give  the  whole  time  of  one  teacher 
to  high  school  work.     It  is  recommended  that  they  do  as  thoroughly  as 
possible  the  work  of  the  earlier  years  of  the  nearest  high  school.    An  out- 
line for  such  schools  is  given  under  the  heading  "Higher  Course,"  page  202. 

Courses  for  Schools  Having  Two  High  School  Teachers. 

J.  Course  with,  Foreign  Language. 

First  Semester.  Second  Semester. 

First  Year 1.  English  I.  English  I, 

2.  Algelvra.  Algebra. 

3.  Latin  I.  Latin  i. 

4.  Physiography.  Physiology. 
Second  Year...  1.  English  II.  English  II. 

2.  Plane  Geometry.  Plane  Geometry. 

3.  Latin  II.  Latin  II. 

4.  Greek  History.  Roman  History. 
Third  Year 1.  English  III.  English  HI. 

2.  Solid  Geometry.  Algebra. 

3.  Latin  III.  Latin  III. 

4.  Zoology.  Botany. 
Fourth  Year...  1.  English  IV.  English  IV. 

2.  English  History.  U.  S.  History. 

3.  Latin  IV.  Latin  IV. 

4.  Physics.  Physics. 

II.  Course  urithoiit  Foreign  Language. 

If  a  course  with  less  foreign  language  is  desired  any  of  the  follow- 
ing eubjects  may  be  substituted  for  one  or  more  years  of  the  Latin: 
1.  Bookkeeping  and  Arithmetic, 


188  HIGH  SCHOOL  COURSES. 

2.  Commercial  Geography  and  Commercial  Law. 

3.  Mediaeval  and  Modern  History. 

4.  Political  Economy  and  Civics. 

SUGGESTIONS. 

1.  Recitations  in  each  subject  should  occur  five  times  per  week.  No 
pupil  should  study  more  than  four  subjects  per  semester. 

2.  By  alternating  physics  with  zoology  and  botany  so  that  in  the 
even  years  the  third  and  fourth  year  pupils  take  physics  and  in  the  odd 
years  they  take  zoology  and  botany,  and  by  a  similar  alternation  of  Eng- 
lish HI  and  English  IV,  the  above  course  will  require  fourteen  daily 
recitations. 

3.  If  the  eighth  grade  is  small  it  is  often  advantageous  to  put  it  in 
with  the  high  school,  thus  providing  three  teachers  for  five  grades. 

4.  So  far  as  possible  the  school  should  be  organized  on  the  depart- 
ment plan.    All  of  the  science  should  be  taught  by  the  same  teacher  and 
a  similar  arrangement  should  be  made  with  the  other  subjects. 

5.  The  importance  of  maintaining  full  forty-minute  periods  for  all 
recitations  cannot  be  over-emphasized.     In  order  to  avoid  thirty-five- 
minute  periods  the  sessions  must  begin  before  nine  o'clock  or  the  recess 
period  must  be  shortened  or  abandoned.     The  day  may  be  divided  as 
follows: 

A.  If.  P.  1C. 

9:00-  9:10  opening 10  min.      1:25-1:50  general  exercises... 25  mm, 

9:10-  9:50  1st  period..40    '          1:50-2:30  5th  period 40    " 

9:50-10:30  2d  period...40    '          2:30-3:10  6th  period 40    " 

10:30-10:40  recess 10    '          3:10-3:20  recess 10    " 

10:40-11:20  3d  period..40    '          3:20-4:00  7th  period 40    " 

11:20-12:00  4th  period.40    ' 

If  it  is  necessary  to  have  eight  periods  during  the  day,  the  following 

is  suggested  for  the  afternoon  divisions: 

p.  if. 

1:15-1:20  roll  call 5  min.       2:40-2:50  recess 10  min. 

1:20-2:00  5th  period 40    "          2:50-3:30  7th  period 40    " 

2:00-2:40  6th  period 40    "          3:30-4:10  8th  period 40     ' 

6.  Schools  with  but  two  teachers  should  not  offer  more  than  sixteen 
subjects.     If  it  is  necessary  to  graduate  pupils  without  Latin  it  is  better 
to  allow  them  to  graduate  with  that  much  less  work  than  is  done  by  the 
Latin  pupils  rather  than  to  attempt  to  offer  additional  subjects. 

Course  for  Schools  Having  Three  High  School  Teachers. 

FIRST  TEAR. 

Required.  Elective  (choose  two). 

English  I.  Latin  I. 

Algebra,  Physiography  •§•;  Physiology  •§-. 

Bookkeeping  and  Arithmetic, 


HIGH  SCHOOL  COURSES.  189 

SECOND  YEAR. 

English  II.  Latin  II. 

Plane  Geometry.  Zoology  •§•;  Botany  £. 

Greek  and  Roman  History. 

THIRD    YEAR. 

English  HI.  Latin  ILL 

Physics.  Mediaeval  and  Modern  History. 

(German  I). 
Solid  Geometry  and  Algebra. 

FOURTH   YEAR. 

English  IV.  Latin  IV. 

English  History  ^;  U.  S.  History  \.  Political  Economy  and  Civics. 

Chemistry  (German  II). 

SUGGESTIONS. 

1.  Recitations  in  each  subject  should  occur  five  times  per  week.    No 
pupil  should  study  more  than  four  subjects  per  semester. 

2.  When  possible  the  day  should  be  divided  into  six  periods  of  for- 
ty-five minutes  each. 

3.  The  substitution  of  German  for  history  in  the  third  year  and  for 
chemistry  in  the  fourth  year  provides  a  course  which  requires  at  least 
two  years  of  foreign  language  for  graduation.     Where  local  conditions 
permit  the  requiring  of  two  years  of  foreign  language,  it  will  be  of  ad- 
vantage to  reduce  the  total  number  of  subjects  to  eighteen,  thus  making 
all  subjects  required  during  two  years  of  the  course. 

4.  In  the  elective  lists  the  subjects  may  vary  widely  or  their  relative 
positions  may  be  changed.     This  in  turn  may  necessitate  a  rearrange- 
ment of  the  required  subjects.     The  essential  points,  however,  are  that 
at  least  the  amount  given  should  be  required  and  that  a  three-teacher  high 
school  cannot  offer  more  than  twelve  subjects  in  addition  to  the  required 
work. 

5.  Pupils  preparing  for  college  will  need  to  elect  foreign  language 
and  the  third  year  of  mathematics.     The  exigencies  of  daily  program- 
making  will  make  it  advisable  to  restrict  the  choosing  of  electives  to 
those  offered  in  the  year  of  the  course  which  the  pupil  has  reached,  ex- 
cept that  pupils  who  have  omitted  Latin  may  be  allowed  to  begin  it  in 
the  third  year. 

6.  The  larger  high  schools  can  use  this  course  by  extending  the 
elective  list. 

7.  In  a  school  of  two  teachers,  it  is  better  to  have  some  alternation 
of  courses,  so  as  to  admit  a  four-year  course  without  Latin.     The  Latin 
course  should  not  be  placed  in  such  a  light  that  ambitious  students  are 
almost  compelled  to  take  it. 

Outline  of  Subjects. 

The  work  has  not  been  specified  by  months.  In  some  subjects,  such 
as  algebra,  the  topics  considered  and  their  order  of  presentation  are 
nearly  the  same  throughout  the  schools.  Teachers  have  had  sufficient 


190  HIGH  SCHOOL  COURSES. 

experience  in  teaching  these  things  to  enable  them  to  determine  with 
some  degree  of  accuracy  the  amount  of  ground  to  be  covered  in  a  given 
time.  With  such  subjects  a  definite  assignment  of  work  month  by  month 
could  have  been  made.  In  English  and  in  many  other  subjects  teachers 
have  come  to  no  such  agreement  either  as  to  content  or  order  of  presenta- 
tion. Neither  have  they  had  sufficient  experience  to  determine  the  rate 
of  teaching.  For  the  present,  therefore,  it  seemed  best  not  to  outline  the 
work  by  months,  but  to  indicate,  as  nearly  as  the  information  at  hand 
would  show,  the  amount  usually  accomplished  by  a  daily  recitation  of 
forty  minutes  for  a  school  year  of  not  less  than  eight  and  a  half  months. 
From  this  the  amount  which  should  be  covered  by  a  certain  time  can  be 
readily  estimated. 

ENGLISH. 

English  is  the  most  important  of  all  subjects  and  should  not  be  neg- 
lected. All  the  English  offered  should  be  required  of  the  pupils  in 
every  course.  Its  aim  is  the  ability  to  express  one's  own  thoughts  (com- 
position) and  to  appreciate  the  thoughts  of  others  (literature). 

COMPOSITION. — To  develop  the  ability  to  express  one's  own  thoughts 
BO  clearly  that  they  may  be  easily  understood  by  another  is  the  aim  of 
composition  teaching.  Three  things  are  necessary;  thoughts,  their  clear 
expression,  and  an  audience.  The  pupil  is  full  of  thoughts  and  the 
audience  is  present  (the  teacher  and  the  class).  Select  for  composition 
subjects  those  things  which  the  pupil  already  knows  rather  than  the 
things  we  are  trying  to  teach  him.  His  life  experiences  are  much  more 
vital  to  him  than  ideas  drawn  from  books,  and  he  should  be  encouraged 
to  choose  these  as  composition  subjects.  It  is  a  mistake  in  the  begin- 
ning, to  have  him  write  character  sketches,  biographies  or  anything 
which  he  can  find  in  print.  He  should  not  paraphrase  the  beautiful 
descriptions  of  another,  nor  turn  good  poetry  into  bad  prose.  The  em- 
phasis must  be  placed  upon  the  clear  expression  of  what  the  pupil  him- 
self thinks,  in  every  recitation. 

The  one  test  always  to  be  applied  is  clearness — does  the  listener 
understand  what  is  meant?  In  addition  to  clearness  some  one  thing  may 
be  attended  to  each  day.  Other  points  should  be  for  the  time  overlooked. 
It  is  necessary  to  pass  unnoticed  many  minor  mistakes.  To  correct  a 
dozen  errors  in  grammar  or  sentence  structure  simply  detracts  from  the 
main  point  for  the  day  and  produces  confusion,  uncertainty  and  dis- 
couragement. Class  criticism  should  be  closely  restricted  to  the  point 
under  discussion.  It  should  seek  to  commend  and  to  encourage  rather 
than  to  find  fault.  It  should  avoid  all  embarrassment  of  the  pupil  and 
its  final  result  should  be  to  give  him  confidence  in  his  ability  to  express 
himself. 

As  the  pupil  grows  in  knowledge  and  thought  he  should  grow  in 
power  of  expression.  Composition,  therefore,  should  not  be  limited  to 
any  single  year. 

Since  the  pupils  learn  to  write  by  writing,  it  is  recommended  that 
during  the  first  year  three  recitations  per  week  be  given  to  composition. 
One-page  themes  written  outside  of  class  and  read  and  commented  upon 


HIGH  SCHOOL  COURSES.  191 

in  class  should  be  required  twice  per  week  from  the  first.  The  third  day 
can  be  given  to  form  study,  punctuation,  grammar,  diction,  sentence  con- 
struction, etc.  This  work  should  be  kept  separate  from  the  writing 
proper  lest  the  pupil  come  to  think  that  themes  are  written  for  the  pur- 
pose of  being  corrected  rather  than  to  express  ideas.  He  should  not  be 
asked  to  write  a  theme  for  the  purpose  of  using  loose  sentences,  or 
periodic  ones,  but  he  should  use  whichever  best  expresses  his  ideas. 

Grammar  should  be  taught  when  needed.  For  the  most  part  it  will 
be  done  on  the  day  devoted  to  form  work.  In  the  fourth  year  some 
time  can  be  profitably  devoted  to  a  study  of  technical  grammar.  This 
should  be  something  better  than  a  mere  review. 

It  will  usually  require  three  recitations  to  master  a  single  new  prin- 
ciple. In  the  first  the  teacher  will  explain  and  illustrate  the  principle 
in  question;  for  example,  the  use  of  a  point  of  view  in  description. 

For  the  next  recitation  have  each  pupil  write  a  brief  description  of 
some  one  of  several  suggested  things.  These  should  be  read  in  class  by 
the  pupils.  They  must  be  read  so  as  to  bring  out  clearly  the  thought  of 
the  writer,  and,  they,  therefore,  furnish  excellent  drill  in  reading.  In 
order  to  maintain  interest  it  is  essential  that  several  subjects  be  assigned 
each  day.  The  comment  of  the  teacher  should  call  attention  to  what  is 
right,  not  to  what  is  wrong. 

For  the  third  recitation  let  the  pupils  prepare  another  one  page 
theme  using  a  point  of  view.  These  should  be  so  legibly  written  that 
they  can  be  easily  read  by  the  teacher.  This  renders  other  penmanship 
in  the  school  unnecessary.  The  teacher  should  read  the  themes  aloud. 
The  criticism  may  now  be  more  severe  without  causing  embarrassment 
as  the  class  will  not  know  who  is  the  writer.  The  temptation  to  criticise 
everything  must  be  resisted.  By  concentrating  effort  upon  one  or  two 
things  class  correction  will  accomplish  quite  as  much  as  the  definite  pen 
correcting  of  each  theme.  The  pupil  gains  more  by  trying  to  write  a  new 
theme  in  which  he  avoids  an  error  previously  called  to  his  attention  than 
he  does  by  correcting  the  old  theme.  Errors  which  occur  frequently  may 
be  made  the  subject  of  recitation  for  the  day  devoted  to  form  work. 

This  plan  demands  that  the  themes  lie  short  and  numerous.  The  method 
of  correction  makes  it  possible  to  have  two  written  exercises  per  week  with- 
out overburdening  the  teacher  or  pupil. 

During  the  second  year  the  work  will  not  differ  in  method  from  that 
of  the  first  year,  but  it  should  differ  much  in  material  and  power.  The 
short  themes  should  be  continued,  but  in  the  third  and  fourth  years  these 
may  partially  be  supplemented  by  longer  essays.  About  one-fifth  of  the 
last  two  years  should  be  given  to  composition. 

LITERATURE. — In  so  far  as  literature  is  informational  it  does  not  need 
continuous  treatment.  In  so  far  as  it  is  the  development  of  taste  it  does 
demand  such  continuity.  Pupils  can  read  Macbeth  in  the  ninth  grade, 
but  what  they  get  from  it  will  differ  very  materially  from  what  they  will 
get  in  the  twelfth  grade  if  the  intervening  years  have  been  devoted  to  the 
proper  study  of  literature.  It  seems  important,  therefore,  to  distribute 
throughout  the  high  school  course  the  English  classics  which  are  to  be 


192  HIGH  SCHOOL  COURSES. 

read.  The  present  problem  is  to  place  them  so  that  they  shall  be  suited 
to  the  pupil's  interest  and  ability,  and  so  arranged  that  the  whole  shall 
form  one  continuous  and  progressive  course.  A  book  should  be  taught 
at  the  time  when  the  points  which  it  best  illustrates  occur  in  the  course. 

The  arrangement  given  below  is  one  that  has  been  determined  by 
careful  experimentation  extending  over  several  years.  The  books  selected 
include  most  of  those  recommended  by  the  Joint  Conference  on  English 
Requirements  for  Admission  to  College.  The  suggestion  of  this  confer- 
ence that  part  of  these  books  be  carefully  studied  and  that  part  of  them 
be  merely  read,  has  led  to  error  in  that  too  much  minute  analysis  has 
been  attempted  with  the  first  and  too  little  attention  has  been  given  to  the 
second.  Each  classic  studied  should  have  some  attention  in  class,  the 
number  and  character  of  the  recitations  depending  on  the  nature  of  the 
book  and  its  position  in  the  course. 

Each  recitation  should  be  directed  towards  some  definite  point  or 
points  so  assigned  that  the  pupils  may  know  exactly  what  is  expected  in 
preparation.  The  time  of  the  recitation  can  generally  be  more  profitably 
employed  than  in  reading  the  text.  Little  attention  need  be  given  to  the 
history  of  literature.  It  is  better  for  pupils  to  study  literature  rather 
than  its  history. 

COURSE. 

FIRST  YEAR. 

1.  Composition,  three  recitations  per  week. 

This  will  include  spelling,  grammar,  form  work,  and  two  short 
themes  per  week.     The  details  will  depend  on  the  text  used. 

2.  Classics,  two  recitations  per  week. 

Shakespeare — Merchant  of  Venice. 

Longfellow — Evangeline. 

Scott — Ivanhoe. 

Whittier — Snow-Bound. 

Hawthorne — Tales  of  the  White  Hills. 

Cooper — Last  of  the  Mohicans. 

An  average  of  11  lessons  on  each  of  these. 

3.  Outside  Reading. 

About  1500  pages  from  a  list  of  books  prepared  by  the  superintend- 
ent or  teacher.     Oral  reports  should  be  required. 

SECOND  YEAR. 

1.  Composition,  two  recitations  per  week. 

2.  Mythology,  one  recitation  per  week  (1st  semester). 

3.  History  of  English  Literature,  one  recitation  per  week  (2d  semester). 

4.  Classics,  two  recitations  per  week. 

George  Eliot — Silas  Marner. 

Coleridge — Rime  of  the  Ancient  Mariner. 

Pope— Translation  of  the  Iliad,  Books  I,  VI,  XXH,  and  XXIV. 

De  Quincy— Flight  of  a  Tartar  Tribe. 


HIGH  SCHOOL  COURSES.  193 

Addison — Sir  Roger  de  Coverley  Papers. 
Tennyson — The  Princess. 
5.  Outside  Reading. 

About  1500  pages  with  oral  reports. 

THIRD  YEAE. 

1.  Composition,  one  recitation  per  week. 

2.  History  of  English  Literature,  two  recitations  per  week  (1st  semester). 

3.  History  of  American  Literature,  two  recitations  per  week  (2d  semester). 

4.  Classics,  two  recitations  per  week. 

Burke — Conciliation  with  America. 

Shakespeare — Macbeth. 

Milton-  -L' Allegro,  n  Penseroso,  Comus  and  Lycidas. 

Macaulay — Essays  on  Milton  and  Addison. 

Hawthorne — House  of  Seven  Gables. 

Lowell — Vision  of  Sir  Launfal. 

5.  Outside  Reading. 

About  1000  pages  with  oral  or  written  reports. 

FOURTH  YEAR. 

1.  Advanced  Rhetoric,     (a)  Composition  one-fifth  of  the  time,     (b)  Study 

of  narrative,  lyric  and  dramatic  poetry  (1st  semester)  as  illustrated 
by  selections  below,  (c)  Study  of  the  essay,  oration  and  novel  (2d 
semester)  as  illustrated  by  selections  below. 

2.  Advanced  grammar. 
8.  Classics. 

Milton — Paradise  Lost. 
Scott — Marmion. 
Sophocles — Antigone. 
Shakespeare — Julius  Caesar. 
Addison — Cato. 
Ten  selected  lyrics. 

Selected  essays  from  Bacon,  Macaulay,  Lowell  and  Emerson. 
Webster — Bunker  Hill  Oration. 
Wendell  Phillips — Two  selected  orations. 
Scott — Kenilworth. 
George  Eliot— The  Mill  on  the  Floss. 
4.  Outside  Reading. 

About  1000  pages  with  written  reports. 

ALTERNATING  COURSE. 

For  schools  which  find  it  necessary  to  alternate  third  and  fourth 
year  English  the  following  is  suggested: 
For  the  even  years,  1904-1906,  etc.: 

1.  Composition,  one  recitation  per  week. 

2.  History  of  English  Literature,  two  recitations  per  week. 

3.  Classics,  two  recitations  per  week. 

Burke — Conciliation  with  America. 
Shakespeare-  -Macbeth. 


194  HIGH  SCHOOL  COURSES. 

Milton — L' Allegro,  II  Penseroso,  Comus  and  Lycidas. 

Milton — Paradise  Lost. 

Macaulay — Essays  on  Milton  and  Addison. 

4.  Advanced  Grammar,  three  weeks. 

5.  Outside  Reading. 

About  1000  pages  with  oral  or  written  reports. 
For  the  odd  years,  1903-1905,  etc. 

1.  Composition,  one  recitation  per  week. 

2.  History  of  American  Literature,  two  recitations  per  week. 

3.  Classics. 

Hawthorne — House  of  Seven  Gables, 

Lowell — Vision  of  Sir  Launfal. 

Selected  Essay — Bacon,  Macaulay,  Lowell  and  Emerson. 

Webster — Bunker  Hill  Oration. 

Wendell  Phillips — Two  selected  orations. 

Shakespeare — Julius  Caesar. 

4.  Advanced  Grammar,  three  weeks. 

5.  Outside  Reading. 

About  1000  pages  with  oral  or  written  reports. 

LATIN. 

First  year — Beginner's  book. 
Second  Year — Caesar,  four  books. 

Latin  prose  composition,  one-fifth  of  the  time. 
Third  Year — Cicero,  six  orations. 

Latin  prose  composition,  one-fifth  of  the  time. 
Fourth  Year — Virgil,  six  or  more  books. 

History  of  Roman  Literature. 

In  the  first  year  much  attention  should  be  given  to  pronunciation, 
word  order  and  translation  into  faultless  and  idiomatic  English.  The 
so  called  literal  translation  is  so  detrimental  to  good  English  that  it 
should  be  discouraged.  Time  is  saved  by  the  absolute  mastery  of  in- 
flections. (This  means  mastery).  The  prose  composition  of  the  second 
and  third  years  should  not  be  neglected.  With  good  classes  some  of 
Ovid  may  be  read  at  the  end  of  the  third  year  and  the  beginning  of  the 
fourth.  Schools  with  but  three  years  of  Latin  will  do  better  to  teach 
either  Cicero  or  Virgil  during  the  third  year  than  to  divide  the  year  be- 
tween them. 

PHYSIOGRAPHY. 

The  pupil  should  be  brought  to  know  the  facts  and  then  led  to  a 
knowledge  of  causes,  significance  and  results.  All  out  doors  is  the  lab- 
oratory and  it  should  be  constantly  used.  The  nature  of  the  observations 
made  will  vary  with  the  locality,  but  in  the  end  the  pupil  should  be  able 
to  describe  accurately  the  surrounding  region. 

Care  must  be  taken  to  adapt  the  work  to  the  pupil's  preparation. 
Physical  or  chemical  principles  should  be  carefully  explained  when  needed, 
in  so  far  as  time  permits. 

Laboratory  exercises  as  given  in  the  report  of  the  N.  E.  A.  Com- 
mittee on  College  Entrance  Requirements,  page  160,  should  be  performed. 


HIGH  SCHOOL  COURSES.  195 

This  report  can  be  obtained  for  twenty-five  cents  from  Irwin  Shepard, 
Secretary  of  the  N.  E.  A.,  Winona,  Minnesota.  Schools  should  acquire 
as  rapidly  aa  possible  the  apparatus  and  material  described  in  that  report. 

HISTORY. 

First  Year — Greek  and  Roman  History. 

Second  Year — English  and  U.  S.  History. 

At  least  two  years  should  be  given  to  the  study  of  history  in  its 
chronological  order.  The  courses  have  been  named  as  above  in  order  to 
call  attention  to  the  points  deserving  greatest  emphasis.  The  proper 
study  of  the  development  of  the  Greek  nation  demands  some  knowledge 
of  the  history  preceding,  and  the  proper  study  of  English  history  will  in- 
clude the  more  important  events  of  mediaeval  times.  The  text  in  general 
history  may  be  used,  but  the  work  of  the  first  year  should  not  extend 
beyond  about  800  A.  D.  If  such  a  text  is  used  it  will  need  much  supple- 
menting, especially  that  part  devoted  to  English  history. 

After  studying  the  national  and  institutional  development  of  the 
three  nations  which  have  contributed  most  to  the  making  of  American 
history,  the  pupil  will  come  to  this  subject  with  an  entirely  different 
point  of  view  than  was  possible  in  the  ninth  grade.  It  is  urged  that  a 
text-book  should  be  adopted  but  it  should  be  of  a  different  character  than 
the  ones  commonly  used  in  the  eighth  and  ninth  grades.  The  topic 
method  often  used  is  usually  nothing  more  than  a  review  of  eighth  grade 
texts. 

If  a  third  year  can  be  given  to  history,  Mediaeval  and  European  his- 
tory may  be  more  fully  treated. 

PHYSICS. 

Seven  recitation  periods  per  week  for  one  year  should  be  given  to 
the  study  of  physics,  three  periods  for  recitation  and  demonstration,  and 
two  double  periods  for  laboratory  work.  Sufficient  apparatus  must  be 
supplied  to  enable  the  teacher  to  demonstrate  clearly  the  principles  of 
the  subject.  In  general  it  may  be  said  that  it  is  better  for  the  teacher 
to  perform  the  major  portion  of  the  experiments  whose  object  is  the  pres- 
entation of  physical  principles.  The  experiment  will  be  more  quickly 
done  and  more  readily  understood  by  the  class  than  it  will  be  if  per- 
formed by  some  member  of  the  class.  The  pupil's  knowledge  of  the 
principle  involved  should  be  tested  by  assigning  him  some  quantitative 
experiment  which  involves  the  application  of  the  principle  previously 
illustrated  by  the  teacher.  The  apparatus  will  therefore  be  of  two  kinds: 
that  used  in  demonstration  work  of  a  qualitative  nature  and  that  used 
for  individual  experiments  of  a  quantitative  nature. 

Most  schools  have  some  material  of  the  first  class.  Much  of  the  work 
can  be  demonstrated  with  improvised  apparatus.  The  total  expenditure 
for  material  of  thts  character  in  the  smaller  schools  will  vary  from  $75 
to  $300.  Complete  cabinet*  of  apparatus,  frictional  electrical  machines, 
expensive  air  pumps  and  all  single  pieces  of  considerable  coet  should  be 
avoided. 

Apparatus  of  the  second  class  should  be  selected  to  fit  the  experi- 


196  HIGH  SCHOOL  COURSES. 

merits  to  be  performed.  It  is  recommended  that  some  good  manual  be 
purchased  and  that  the  equipment  be  selected  to  fit  the  work  therein 
outlined.  The  N.  E.  A.  report  previously  referred  to,  gives  a  list  of 
seventy-five  experiments  from  which  thirty-five  are  to  be  selected.  These 
will  be  the  major  portion  of  the  pupil's  laboratory  work  for  the  year,  and 
should  be  properly  recorded  in  his  note  book.  The  list  given  below  has 
been  taken  from  the  N.  E.  A.  list  and  will  be  found  suited  to  the  smaller 
schools.  A  more  extended  list  with  references  will  be  found  in  the  New 
England  Journal  of  Education  for  the  four  issues,  December  26,  1901, 
and  January  2,  9,  and  16,  1902. 

Preliminary  exercises  in  simple  measurement  should  precede  the 
regular  laboratory  work.  Such  exercises  can  be  readily  devised  and 
multiplied  by  the  teacher  according  to  the  time  at  his  disposal.  The 
number  and  nature  of  them  determine  to  some  extent  the  degree  of  accu- 
racy which  can  be  required  in  the  regular  experiments: 

1.  Weight  of  a  unit  volume  of  a  substance. 

2.  Lifting  effect  of  water  upon  a  body  entirely  immersed  in  it. 

3.  Specific  gravity  of  a  body  that  will  sink  in  water. 

4.  Specific  gravity  of  a  block  of  wood  by  use  of  a  sinker. 

5.  Specific  gravity  of  a  liquid:  two  methods, 

1.  By  use  of  specific  gravity  bottle. 

2.  By  weighing  solid  in  it. 
(3.  By  use  of  Jolly  balance.) 

6.  The  straight  lever:  first  class. 

7.  The  center  of  gravity  and  weight  of  a  lever. 

8.  Levers  of  the  second  and  third  class. 

9.  Parallelogram  of  forces. 

10.  Use  of  Rumford  (or  other)  photometer. 

11.  Images  in  a  plane  mirror. 

12.  Index  of  refraction  of  glass. 

13.  Focal  length  of  converging  lens. 

14.  Conjugate  force  of  lens. 

15.  Breaking  strength  of  a  wire. 

16.  Comparison  of  wires  in  breaking  test. 

17.  Elasticity:  stretching. 

18.  Elasticity:  bending;  effect  of  varying  loads. 

19.  Elasticity:  bending;  effect  of  varying  dimensions. 

20.  Specific  gravity  of  a  liquid  by  balancing  columns. 

21.  Compressibility  of  air:  Boyles'  law. 

22.  Testing  a  mercury  thermometer. 

23.  Linear  expansion  of  a  solid. 

24.  Specific  heat  of  a  solid. 

25.  Latent  heat  of  melting. 

26.  Determination  of  the  dew  point. 

27.  Latent  heat  of  vaporization. 

28.  Wave  length  (and  velocity)  of  sound. 

29.  Lines  of  force  near  a  bar  magnet. 

30.  Study  of  a  single  fluid  galvanic  cell. 


HIGH  SCHOOL  COURSES. 


197 


31.  Resistance  of  wires  by  substitution;  various  lengths. 

32.  Resistance  of  wires;  cross  section  and  multiple  arc. 

33.  Measurement  of  resistance  by  Wheatstone  bridge. 

34.  Change  of  resistance  with  change  of  temperature. 

35.  Battery  resistance. 

36.  Putting  together  the  parts  of  a  small  motor. 

37.  Putting  together  the  parts  of  a  small  dynamo. 

38.  The  JoUy  balance. 

39.  The  laws  of  the  pendulum. 

40.  Pressure  in  liquids. 

41.  Action  of  current  on  needle. 

42.  E.  M.  F.  of  a  cell. 

43.  The  tangent  galvanometer. 

44.  Law  of  reflection;  light. 

For  the  above  experiments  the  following  apparatus  will  be  needed. 
Emphasis  needs  to  be  laid  on  the  necessity  and  practical  economy  of  pro- 
viding duplicate  pieces.  Any  reasonable  expense  which  will  increase  the 
efficiency  of  the  teacher's  work  is  an  economical  expenditure  of  funds. 
The  price  per  single  piece  is  given.  Prices  are  subject  to  market  fluctu- 
ations, but  those  below  are  approximately  correct: 

APPARATUS. 


Jolly  balance  (cheap  $3.25). . .  $8.00 

Set  weights  20  g  to  1  eg 55 

Vernier  calipers 2.00 

Brass  cylinder 10 

Glass  tumbler 05 

Specific  gravity  bottle 08 

Meter  stick,  brass  tipped 30 

Ring  stand,  3  rings 45 

Thermometer,  stem  scale, lOOc  .90 
Harvard  boiler  with  burner. . .  2.00 
Linear  expansion  apparatus. . .  1.50 

Calorimeter 45 

Cylindrical  graduate,  lOOcc...     .70 

Florence  flask 20 

Tuning  fork,  256  vibrations, 

7iin 1.00 

Hydrometer  jar 45 

Bar  magnet 25 

Small  compass 30 

Piece  zinc  with  wire 05 

Piece  copper  with  wire 05 

Daniel  cell  standard 1.50 

Set  resistance  spools  contain- 
ing 10m  No.  28  copper  wire, 
silk  wound;  20m  same,  No. 
22  copper  wire,  silk  wound; 


3  candles,  sixes .07 

Piece  German  plate  mirror, 

15x4  cm 15 

30  cm  rule,  metric 10 

Piece  plate  glass  with  edges 
perpendicular  to  faces  and 
parallel  to  each  other,  size 
about  7  cm  square  by  0.6 

cm  thick 22 

Walter  Smith  school  square...     .10 

Double  convex  lens 10 

Spring  brass  wire  No.  27,  \  Ib     .35 

Iron  wire  No.  27,  \  Ib 15 

Spring  balance  (30  Ib.,  15  K)  1.25 

Guard  block 15 

Micrometer  d  screw  caliper. ..  3.50 
Pine  rod  about  102  x  \\  x  1  cm  .08 
Pine  rod  about  102  x  3  x  1  cm  .08 

Mounted  10  cm  scale 15 

Lever  indicator 05 

Set  iron  weights,  2  K  to  5  g. . .   1.60 

Pinch  cock  medium 12 

Lead  Y  tube 25 

Improved  Boyles'  law  stand...  3.60 
Funnel,  4  in...... „ 15 


198 


HIGH  SCHOOL  COURSES. 


20m  same;  10m  No.  28  Ger- 
man silver  wire,  silk  wound  2.00 

Commutator 60 

Tangent  galvanometer  (cheap 

$1.50) 6.00 

Double    connecting    binding 

posts 12 

Wheatstone  bridge,  slide  wire  2.50 

Astatic  galvanometer 3.00 

Resistance  box. 4.00 

Pair  scale  pans 25 

Set  weights,  iron,  1-8  oz 60 

3  spring  balances,   flat  back 

(8oz.  250g) 55 

Kerosene  lamp  with  asbestos 
and  glass  chimney 40 


Temperature  resistance  coil. . .     .90 
Dissected   dynamo    and    dis- 
sected motor,  10  volt 4.50 

Pendulum  ball,  1  in.  drilled...     .07 

Gravity  cell,  crowfoot 65 

Soft  glass  tubing,  £  in.  (1  Ib.)     .40 
Rubber  tubing,  £  in.  (24  ft.)..  1.92 

Mercury  (2  Ibs.) 1.75 

Box  assorted    rubber    bands 

(4  oz.) 65 

Set  cork  borers 1.00 

Sheet  lead,  &  in.  (1  sq.  ft.)...     .60 

Assorted  cork  (1  gross) 75 

Soft  paraffine  (1  Ib.) 18 

Sulphuric  acid  (1  Ib.) 25 

Copper  sulphate  (1  Ib.) 12 


ZOOLOGY. 

This  outline  presupposes  that  the  work  shall  begin  in  the  fall  and 
occupy  the  first  half  of  the  school  year.  The  nature  study  of  the 
preceding  grades  should  have  given  the  pupil  a  general  knowledge  of  the 
forms  of  animal  life  common  in  his  vicinity.  The  high  school  course  can 
be  devoted  to  a  more  minute  study  of  type  forms.  More  than  half  the 
time  should  be  devoted  to  field  and  laboratory  work.  Laboratory  periods 
should  be  double  the  length  of  recitation  periods.  The  living  animal, 
its  habits,  life  history  and  ecology,  including  economic  relations  rather 
than  morphological  structure,  should  be  emphasized.  No  elaborate  class- 
ifications should  be  attempted. 

The  laboratory  should  be  well  supplied  with  aquaria.  Each  school 
should  have  apparatus  as  specified  in  the  Journal  of  Applied  Microscopy, 
January,  1902.  Attention  is  called  to  the  publications  of  the  Agricul- 
tural Department,  Division  of  Entomology,  Bureau  of  Animal  Husbandry, 
State  Agricultural  Experiment  Station  and  State  Laboratory  of  Natural 
History.  The  Year  Book  of  the  United  States  Agricultural  Department 
is  of  special  value.  These  publications  can  usually  be  had  directly  or 
through  the  representative  in  Congress.  The  publications  of  the  state 
may  be  had  by  application  to  the  directors,  Urbana,  Illinois.  The  Illinois 
State  Laboratory  of  Natural  History  also  furnishes  sets  of  named  speci- 
mens to  high  schools,  free  of  charge.  Similar  sets  may  often  be  obtained 
from  the  Smithsonian  Institute  at  Washington  by  application  endorsed 
by  the  representative  in  Congress. 

It  is  recommended  that  each  type  be  considered  as  to  the  following: 

1.  External  anatomy.     General  form  and  symmetry  regions,  parts. 
Comparison  with  other  individuals  of  same  species  emphasizing  variation 
and  constancy.     Comparison  with  other  types. 

2.  Observation  of  living  animal,  actions,  general  behavior  and  habits. 
Physiological  tests,  adaptation  of  structures. 

3.  Class  topics.     Talks  by  teachers,  selected  readings,  summary  of 


HIGH  SCHOOL  COURSES.  1« 

results.  Careful  notes  and  drawings  should  be  insisted  upon.  The  note 
book  should  contain  what  the  pupil  has  seen,  not  what  he  has  read. 

The  following  types  are  recommended:  Grasshopper,  Beetle,  Squash- 
bug,  Bumble-bee  and  Honey-bee,  Butterfly,  Centipede,  Spider,  Crawfish 
(compare  crab  and  various  fresh-water  entomostraca),  Earthworm,  Hydra, 
Protozoa  (demonstrated  by  teacher),  fresh-water  Clam  (compare  oyster, 
snail,  squid),  Fish,  Frog,  English  Sparrow. 

In  field  work  the  pupil  should  learn  to  recognize  the  common  birds 
and  something  of  their  habits,  migrations,  etc. 

General  biological  topics,  such  as  the  struggle  for  existence,  pro- 
tective resemblance  and  mimicry,  etc.,  should  receive  attention. 

BOTANY. 

This  outline  presupposes  that  work  shall  occupy  the  last  half  of  the 
year. 

Seed.  Examination  of  parts.  Food  storage.  Experiments  to  show 
starches,  proteids  and  oil  contained.  Germination  experiments.  Gross 
morphology  and  physiological  functions  of  parts  of  seedlings.  Experi- 
ments showing  the  tropisms. 

Foliage  leaves.  Light  relations.  Position,  power  of  adjustment, 
relation  to  each  other.  Recognition  of  leaves.  Experiments  to  show 
transpiration,  respiration,  photosynthesis,  protective  structures  and  adapt- 
ations. Gross  morphological  structure  and  a  little  minute  anatomy. 

Stems  bearing  foliage  leaves;  subterranean,  procumbent,  floating, 
climbing,  erect.  Vegetable  multiplication.  Stems  bearing  scales;  bud, 
tuber,  rootstock.  Stems  bearing  floral  leaves.  Typical  flowers.  Pollin- 
ation and  transfers  of  pollen.  Reproduction,  fertilization,  development 
of  embryo.  Dispersal  of  seeds.  Gross  morphology,  examination  of  sec- 
tions and  experiments  to  show  functions  of  parts. 

Roots.  Functions:  absorption  and  anchorage.  Types:  soil,  water, 
air,  clinging,  and  prop  roots.  Contrast  with  stem. 

The  pupil  should  have  some  knowledge  of  the  great  groups  of  plants 
acquired  both  in  the  field  and  the  laboratory.  1.  Algae.  2.  Fungi: 
moulds,  rusts,  smuts,  bracket  fungi.  Structure  of  mucor,  toadstool, 
lichen.  Parasitism,  saprophytism,  symbiosis.  3.  Bryophytes:  mosses, 
gross  morphology,  alternation  of  generations.  4.  Pteridophytes:  ferns, 
life  history.  5.  Spermatophytes:  general  characteristics. 

Plant  societies.  The  struggle  for  existence.  Study  in  the  field  of 
ecological  conditions  and  structure  producing  hydrophyte,  mesophyte 
and  xerophyte  societies. 

Laboratory  equipment  should  be  furnished  as  specified  in  the  Journal 
of  Applied  Microscopy,  5:1603-1608,  January,  1902.  Laboratory  periods 
should  be  twice  the  length  of  recitation  periods.  Careful  notes  and  draw- 
ings should  be  made.  The  note  book  should  contain  only  those  things 
which  the  pupil  observes,  not  what  he  copies  from  books. 


200  HIGH  SCHOOL  COURSES. 

EXPERIMENTS. 

[List  submitted  by  Association  of  Science  Teachers  (Peoria  district).] 
Seed  Germination. 

1.  Vary  the  condition  of  germinating  seeds  as  to  light,  heat,  moisture 
and  air  and  note  the  effect. 

2.  Note  the  effect  of  depriving  the  plant  of  the  food  stored  in  the  seed. 

3.  Germinate  a  quantity  of  seeds  under  a  bell  jar  in  which  is  a  small 
dish  of  lime-water. 

Growth  of  the  Seedling. 

1.  Stain  seedlings  during  the  various  stages  of  their  growth  with  a 
solution  of  potassium  permanganate  to  note  the  relative  growth  of  root 
and  hypocotyl. 

2.  Grow  seedlings  on  gauze  over  water  to  which  different  foods  have 
been  added. 

Foliage  Leaves. 

1.  To  show  turning  towards  the  light. 

2.  To  show  loss  of  chlorophyll  in  the  dark. 

3.  To  show  the  giving  off  of  oxygen. 

4.  To  show  the  giving  off  of  moisture. 

5.  Dissolve  out  chlorophyll  with  alcohol. 

6.  Then  stain  with  iodine  to  show  starch. 

7.  Bring  a  plant  blanched  in  the  dark  to  the  light  after  pinning  two 
thin  pieces  of  cork  to  opposite  sides  of  a  portion  of  a  leaf.     After  a  few 
days'  exposure  to  sunshine,  dissolve  the  chlorophyll  with  alcohol,  then 
stain  with  iodine. 

8.  Measure  approximately  the  leaf  surface  of  a  small  plant. 

9.  Fill  a  jar  with  flowers  and  leaves, — Canada  thistles,  dandelions, 
etc.     Cover  tightly.     The  next  day  test  for  C  Oa. 

Stem. 

1.  Peel  a  potato.    Weigh  it  and  another  potato  of  the  same  size  on 
several  consecutive  days.     Note  loss  of  weight  of  peeled  potato. 

2.  Choose  two  twigs  of  equal  size,  each  having  numerous  lenticels. 
Cover  each  lenticel  on  one  twig  with  a  tiny  drop  of  wax.     On  the  other 
twig  place  the  same  number  of  drops  of  wax  not  on  lenticels.     Weigh  on 
several  consecutive  days. 

3.  To  demonstrate  air  passages  in  stems.     Smooth  the  ends  of  a 
lenticellate  twig  15  cm.  long.     Seal  one  end  with  wax.     Fit  the  other 
tightly  in  short  leg  of  J  tube  and  immerse  in  a  deep  jar  filled  with  water. 
Pour  mercury  into  long  leg  of  J  tube.     Bubbles  stream  from  lenticels. 
Same  experiment  with  the  end  of  the  twig  left  unsealed  will  demonstrate 
the  passage  of  air  through  the  tracheae. 

4.  Immerse  the  end  of  a  freshly  cut  grape  (or  other)  stem  in  red  ink. 
After  a  time  cut  sections  to  show  in  what  regions  and  to  what  extent  the 
ink  has  penetrated. 

5.  To  demonstrate  the  inadequate  conduction  of  water  by  cortex  and 
pith.     Cut  a  little  window  in  the  side  of  a  stout  sunflower  stem  and  ex- 
savate  a  samll  cylinder  of  pith.     From  a  second  plant  remove  a  ring 


HIGH  SCHOOL  COURSES.  201 

cortex.     From  a  third  remove  a  ring  of  xylem.     From  a  fourth  take  both 
cortex  and  pith  and  from  a  fifth  both  cortex  and  xylem.     Bind  all  stems 
with  paraffin  paper  and  splints  and  note  results  for  several  days. 
Root. 

1.  Vary  the  positions  and  conditions  of  seedlings  to  determine  how 
the  direction  of  root  growth  is  affected  by  light,  moisture,  and  gravity. 

2.  Treat  roots  as  stems  were  treated  in  experiment  2. 

3.  Devise  a  simple  experiment  to  show  osmosis. 

ALGEBRA. 

1.  In  the  first  lessons  in  algebra  insist  that  the  letters  used  repre- 
sent numbers.     Call  attention  to  the  fact  that  things  cannot  be  added, 
subtracted,  multiplied  nor  divided,  in  the  sense  these  words  are  used  in 
mathematics.     The  letter  a  represents  a  number  as  properly  as  the  figure 
3  does.     So  does  b  represent  another  number,  and  their  sum  a  +  b  rep- 
resents another,  etc.     The  teacher  may  illustrate  by  examples  of  the 
concrete,  but  really  the  letters  represent  abstract  number. 

2.  Teach  the  correct  meaning  of  the  signs.     There  is  nothing  mys- 
terious about  algebraic  operations  unless  the  impossible  is  attempted. 
How  can  one  think  of  a  number  less  than  zero,  or  less  than  nothing? 
Then  why  say  it?     Do  not  say  what  cannot  be  thought,  clearly  and  exactly. 
Teach  the  full  and  exact  meaning  of  the  algebraic  signs. 

3.  Study  to  interpret  the  results  of  algebraic  operations  rationally 
and  consistently  with  mathematical  truth  formerly  learned.     Algebra  in 
no  sense  contradicts  arithmetic.     Though  it  introduces  a  new  series  of 
numbers,  as  negative  numbers  and  surds,  yet  they  are  numbers,  and  must 
be  thought  as  numbers.     The  notation  is  more  extensive.     The  power 
of  expressing  number  is  increased.     All  the  operations  formerly  learned 
and  practiced  in  arithmetic,  appear  unchanged,  excepting  the  notation. 

4.  The  great  instrument  of  mathematical  investigation  is  the  equa- 
tion.    Hence  none  of  its  transformations  should  be  lightly  passed  over. 
In  addition  to  its  ready  manipulation,  something  of  its  use  in  the  solution 
of  problems,  in  obtaining  results,  should  be  pointed  out  and  dwelt  upon 
until  its  importance  is  appreciated. 

5.  Algebraic  demonstration  should  not  be  omitted.     As  the  student 
advances  in  mathematical  knowledge  he  must  know  not  only  how  to  prove 
a  statement,  but  also  when  it  has  been  proved  by  another.    He  becomes 
a  judge  of  reasoning. 

GEOMETRY. 

A  few  points  on  this  subject  need  especial  emphasis. 

1.  Time:  An  immense  amount  of  time  is  lost  by  assigning  different 
theorems  to  different  pupils.  Too  often  only  the  pupil  who  is  reciting 
and  the  teacher,  pay  attention  to  the  demonstration.  Other  pupils  are 
busy  drawing  figures,  writing  out  proofs,  or  doing  other  work  prepara- 
tory to  their  own  recitations.  Figures  can  be  drawn  before  the  recitation 
hour,  so  that  no  time  is  lost  by  the  class,  and  the  recitation  should  be 
conducted  in  such  a  manner  as  to  require  the  attention  of  all  instead  of 
one.  Keep  every  pupil  on  every  topic. 


202  HIGHER  COURSE. 

2.  Definitions:    All  mathematical  truth  is  based  on  exact  definition. 
Hence  the  teacher  must  not  be  content  with  careless  language  in  learning 
or  reciting  definitions,  nor  with  a  ready  verbal  recitation.     He  must  know 
the  state  of  the  pupil's  mind  concerning  the  meaning  of  the  words  he 
recites.     By  questions,  by  calling  for  concrete  illustrations  he  may  com- 
pel the  formation  of  concepts  of  mathematical  forms  and  truths.     The 
pupil  must  think  forms. 

3.  Demonstration:     Beware  of  mere  verbal  memory  work  in  demon- 
strating mathematical  propositions.     The  memory  must  be  used  in  Geom- 
etry, but  it  is  a  memory  of  things  not  of  words  only.     Pupils  who  com- 
mit the  printed  demonstration  of  theorems  in  the  order  of  the  book  are 
never  able  to  do  original  work.     They  have  studied  words  instead  of 
striving  to  discover  relations.     They  have  failed  to  see  mentally  that  one 
statement  must  be  true  because  another  is.     This  mental  work  they  must 
do. 

4.  Original  Demonstrations:     Great  use  can  be  made  of  original 
proofs  in  correcting  the  habit  of  repeating  words  which  have  the  form  of 
mathematical  truth,  but  which  mean  little  or  nothing  to  the  pupil.     The 
synthetic  method  is  employed  in  most  of  the  printed  demonstrations  of 
the  text.     But  in  original  demonstrations  the  analytic  method  is  to  be 
preferred,  until  the  work  is  complete,  and  then  the  work  may  be  put 
into  the  form  of  the  synthetic  proof.     Let  the  original  demonstrations 
given  at  first  be  easy,  gradually  increasing  in  difficulty  as  the  pupils 
become  proficient  in  thinking.     Language  takes  the  form  of  the  thought, 
because  it  is  needed  to  express  the  thought.     Thought  must  exist  first. 

HIGHER  COURSE. 

The  Higher  Course  will  hereafter  consist  of  four  years'  work.  The 
first  and  third  years  will  be  taken  in  1903-4  and  the  second  and  fourth 
in  1904-5.  The  mathematics  and  Latin  can  not  well  be  alternated. 
Hence  all  class  must  be  provided  for  in  these  studies.  The  8th  year 
Arithmetic  may  be  substituted  for  Algebra.  Any  one  may  take  a  part  of 
this  course  when  prepared  for  it,  and  fill  out  the  remainder  of  his  work 
from  the  common  course.  He  will  be  classed  and  ranked  in  the  com- 
mon course.  Teachers  and  parents  are  advised  not  to  advance  children 
into  the  higher  course  prematurely.  Unless  the  grade  work  is  thor- 
oughly mastered  that  of  the  Higher  Course  can  not  be  well  done. 

First  Year— 1903.     Second  Year.— 1904.    Third  Year— 1903.    Fourth  Year— 1904. 
English.  English  or  Latin.    English  or  Latin.     Rhetoric  or  Latin. 

Algebra.  Algebra.  Plane  Geometry.     Solid  Geometry. 

General  History     General  History.    English  History.     Physics. 
Physiology  and     Botany  and  Civil   Physical  Geogra-    Zoology. 
Bookkeeping.         Government.  phy. 

ENGLISH. — The  work  in  English  will  consist  of  readings  recom- 
mended by  the  colleges  and  universities  for  admission,  and  other  read- 
ings suited  to  the  attainments  of  the  pupils  and  illustrative  of  American 
life  and  history.  Many  of  these  are  issued  in  cheap  form  by  several 


HIGHER  COURSE.  203 

publishing  firms;  The  Educational  Publishing  Company;  Maynard,  Mer- 
rill &  Co.;  Houghton,  Mifflin  &  Co.'s  Riverside  Editions;  Ginn  &  Co., 
Sanborn  &  Co.;  Scott,  Foresman  &  Co.;  American  Book  Co.,  and  others. 
The  following  plan  for  the  study  of  a  classic  like  Evangeline,  or  The 
Merchant  of  Venice,  has  been  used  in  many  of  the  good  schools.  Each 
teacher  can  add  to  it  what  he  likes. 

1.  Read  the  production  for  the  story;  its  time;   geography,  etc. 
Take  only  time  enough  to  get  the  story. 

2.  Study  the  plot.     There  is  always  a  climax,  a  crowning  event. 
Study  all  the  causes  that  led  directly  or  indirectly  up  to  this  one  effect. 

3.  Study  all  the  persons  in  the  production;  their  characters,  their 
likes  and  dislikes,  their  beliefs,  their  ambitions,  their  hopes,  etc. 

4.  Find  people  like  these  in  the  world  to-day;  i.  e.,  verify  the  char- 
acters in  real  life,  as  portrayed. 

5.  Study  beautiful  passages  during  all  the  work;  commit  and  learn 
to  quote  them  on  appropriate  occasions. 

LATIN. — First  year,  First  Latin  Book;  second  year,  Four  Books  of 
Cresar;  third  year,  six  orations  of  Cicero;  fourth  year  six  books  of  Virgil. 


204  BOOKS  FOR  SCHOOL  LIBRARIES. 

BOOKS  FOR  SCHOOL  LIBRARIES. 


IMPORTANCE  OF  THE  LIBRARY. — This  is  a  work  that  should  interest 
both  parent  and  teacher.  Parents  should  be  as  anxious  to  have  their 
children  read  good  books  as  to  have  them  keep  good  company,  for,  aside 
from  home  influences,  these  are  the  two  factors  that  do  the  most  to  mold 
the  character  and  shape  the  fortunes  of  the  child.  The  teacher  who  does 
not  get  beyond  the  confines  of  his  text-book  cannot  hope  to  interest  his 
class  very  long,  or  lead  them  effectually  to  help  themselves.  The  con- 
stant reader  of  good  books  is  always  in  good  company,  and  is  thus  forti- 
fied against  the  majority  of  temptations  that  beset  him  through  life. 

No  system  of  education  is  complete  that  is  satisfied  with  the  knowl- 
edge that  is  derived  from  the  text-book  merely,  and  no  school  is  complete 
that  has  no  library;  the  public  library  is  the  complement  of  the  public 
school. 

THEIR  COST. — In  these  days  of  cheap  printing  it  is  easy  to  secure  a 
library  for  every  district.  The  law  gives  directors  the  power  to  expend 
public  funds  for  this  purpose  and  expects  them  to  do  it.  Eight  or  ten 
dollars  a  year  is  enough  for  a  small  school.  This  appropriation  should 
be  made  at  the  end  of  the  year,  as  the  law  contemplates,  and  the  new 
books  be  ready  at  the  beginning  of  the  new  school  year.  But  if  this  is 
not  found  expedient,  the  young  people,  aided  by  the  teacher,  by  means 
of  literary  entertainments  and  sociables,  can  raise  the  funds. 

Quite  a  number  of  excellent  books  for  the  school  library  have  been 
suggested  in  other  parts  of  this  Course,  under  the  head  of  Supplementary 
Reading  for  the  different  grades. 

The  books  listed  below  were  selected  by  Mrs.  McMurry,  Misses  Val- 
entine, Stanley,  and  Milner,  with  suggestions  from  Profs.  Van  Liew, 
Galbreath,  Colton,  Brown,  and  Melville,  all  of  the  Illinois  State  Normal 
University. 

BOOKS   FOR   SCHOOL   LIBRARIES.— Especially  Books   to   Interest    Children    In 

Reading. 

PRIMARY  GRADES. 
STORY  BOOKS. 

.£Jsop's  Fables,  Vols.  I  and  II,  Educational  Pub.  Co..  each,  boards  30,  cloth.  $    .40 

Andersen's  Fairy  Tales,  Wiltse.  Ginn  &  Co.  .40 

Andrews'  Seven  Little  Sisters,  Ginn  &  Co.  .50 

Andrews'  Each  and  All,  Ginn  &  Co.  .50 

Andrews'  Stories  Mother  Nature  Told  Her  Children,  Ginn  &  Co.  .50 

Burnett,  Little  Lord  Fauntleroy,  Scribner.  1.25 
Carroll,  Alice's  Adventures  in  Wonderland.    Crowell's  Children's  Favorite  Classics, 

16mo  edition.  .75 

Easy  Steps  for  Little  Feet,  American  Book  Co.  .25 
Eggleston,  Stories  of  Great  Americans  for  Little  Americans,  American  Book  Co.          .45 

Grimm's  Fairy  Tales,  Wiltse,  Ginn  &Co.  .35 

Harris,  Little  Mr.  Thimblefinger,  Houghton,  Mifflin  &  Co.  2.00 

Harris,  Mr.  Rabbit  at  Home,  Houghton,  Mifflin  &  Co.  2.00 

Hofer's  Child's  Christ  Tales.  Woman's  Temple,  Chicago.  .75 

Howliston,  Cat  Tails  and  Other  Tales,  Kindergarten  Literature  Co.        -  .55 

Jackson,  H.  H.,  Letters  from  a  Cat,  Little,  Brown  &  Co.  1.25 

Kipling,  Rudyard,  The  Jungle  Book,  The  Century  Co.  1.50 

Kipling,  Rudyard,  Second  Jungle  Book,  The  Century  Co.  1.50 
McMurry,  Classic  Stories  for  Little  Ones,  Public  School  Pub.  Co.    Teachers'  ed.          .40 

Miller,  E.  H.,  What  Tommy  Did,  Wm.  S.  Allison  Co.  .50 

Phelps,  E.  S.,  The  Trotty  Book.  Houghton,  Mifflin  &  Co.  1.25 

Scudder,  Fables  and  Folk  Stories,  Houghton,  Mifflin  &  Co.  .40 

Scudder.  Seven  Little  People,  Houghton,  Mifflin  &  Co.  1.00 

Sewell,  A.e  Black  Beauty,  Lothrojx  1.00 


BOOKS  FOR  SCHOOL  LIBRARIES.  205 

Stowe,  Harriet  Beecher,  Queer  Little  People,  Houghton,  Mifflin  &  Co.  1.2S 

White,  E.  O.i  When  Molly  was  Six,  Houghton,  Mifflin  &  Co.  1.00 

Werner's  "Little  Folks  Library",  Werner  Company,  6  vols.  .50 

Golden  Book  of  Choice  Reading,  American  Book  Co.  .30 

POETRY. 

Bellamy  &  Goodwin,  Open  Sesame  I,  Ginn  &  Co.  .75 

Cox,  Palmer,  The  Brownies,  Their  Book,  The  Century  Co.  1.50 

Dodge,  Mary  Mapes,  Rhymes  and  Jingles,  Scribner.  1,50 

Field,  Eugene,  Love  Songs  of  Childhood,  Scribner.  1.00 

Field,  Eugene,  With  Trumpet  and  Drum,  Scribner.  1.00 

Heart  of  Oak,  I,  D.  C.  Heath  &  Co.  .25 

Kriege,  Rhymes  and  Tales  for  the  Kindergarten  and  Nursery,  E.  Steiger  &  Co.  1.00 

Scudder.  Verse  and  Prose  for  beginners.  Houghton,  Mifflin  &  Co.  .25 

Stevenson,  Robert  Louis,  A  Child's  Garden  of  Verses,  Scribner.  1.00 

BOOKS  TO  BE  READ  TO  CHILDREN. 

Poulssen's  In  the  Child's  World,  Milton'Bradley  Co.  1.50 

Scudder,  H.  E.,  George  Washington,  Riverside  School  Library  Series.  H.  M.  &  Co.  .60 

Wiggin,  K.  D.,  Story  Hour.  Houghton,  Miffin  &  Co.  1.00 

Wiltse's  "Stories  for  Kindergartens  and  Primary  Schools"  Ginn  &  Co.  .35 

INTERMEDIATE  GRADES. 

BIOGRAPHY  AND  HISTORY. 

Abbott,  J.  S.  C.,  LaSalle,  Dodd  &  Mead.  1.25 

Abbott,  J.  S.  C.,  Daniel  Boone,  Dodd  &  Mead.  1.25 

Abbott,  J.  S.  C..  DeSoto,  Dodd  &  Mead.  1.25 

Coffin,  C.  C.,  Boys  of  '61,  Estes  &  Lauriat.  2.00 

Coffin,  C.  C.,  Boys  of  '76,  Harper  Bros.  2.00 

Coffin,  C.  C.,  Old  Times  in  the  Colonies,  Harper  Bros.  3.00 

Drake,  S.  A.,  Making  of  the  Ohio  Valley.  States,  Scribner.  1.50 
Hawthorne,  Grandfather's  Chair  and  Biographical  Stories.  Riverside  School  Library 

Series,  Houghton,  Mifflin  &  Co.  .70 

Moore,  N.,  Pilgrims  and  Puritans,  Ginn  &  Co.  .60 

Pratt,  M.  L.,  Colonial  Children,  illustrated.  Educational  Pub.  Co.,  boards  30,  cloth.  .40 

Putnam,  L.,  Children's  Life  of  Abraham  Lincoln,  McClurg.  1.25 
Scudder,  Life  of  Washington,  Riverside  School  Library  Series,  Houghton,  Mifflin 

&  Co.  .60 

Seelye,  E-  E-,  Story  of  Columbus,  Appleton.  1.75 

Wright,  M.  C.,  Children's  Stories  in  American  History,  Scribner.  1.25 
Carpenter's  Geographical  Readers— Asia,  North  America,  South  America  and  Europe. 

Europe  70c.:  the  others  each,  American  Book  Co.  .60 

Long's  Home  Geography,  American  Book  Co.  .25 

Baldwin's  Discovery  of  the  Old  Northwest,  American  Book  Co.  .60 

Baldwin's  Conquest  of  the  Old  Northwest,  American  Book  Co.  .60 

Pitman's  Stories  of  Old  France,  American  Book  Co.  .60 

Shaw's  Discoverers  and  Explorers,  American  Book  Co.  .35 
Stories  of  Old  Bay  State,  60c.;  of  Ohio,  60c.;  History  of  Kentucky,  75c.;  of  Tennes- 
see, 75c.;  of  Virginia,  75c.;  Stories  of  Indiana,  60c.;  of  Maine,  60c.;  of  Missouri, 
60;  of  Pennsylvania,  60c.   American  Book  Co. 

FICTION. 

Alcott,  L.  M.,  Little  Women,  Little,  Brown  &  Co.  1.50 

Alcott,  L.  M.,  Little  Men,  Little,  Brown  &  Co.  1.50 
Aldrich,  T.  B.,  Story  of  a  Bad  Boy,  Riverside  School  Lib.  Series,  Houghton,  M.  &  Co.     .70 

Andrews,  Ten  Boys  Who  Lived  On  the  Road  From  Long  Ago,  Ginn  &  Co.  .50 

Andrews,  Only  a  Year  and  What  It  Brought,  Ginn  &  Co.  .50 

Brooks,  Bojr  Emigrants,  Scribner.  1.25 

Bunyan's  Pilgrinrs  Progress,  Montgomery's  edition,  Ginn  &  Co.  .30 

Burnett,  Sara  Crewe,  Scribner.  1.25 

Cooper,  Leather  Stocking  Tales,  5  Vols.,  Appleton.  5  00 

Defoe,  D.,  Robinson  Crusoe,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .60 

Dodge,  M!.  M.,  Hans  Brinker,  Scribner.  1.50 

Henty,  In  the  Heart  of  the  Rockies,  Scribner.  1.50 

McMurry,  Robinson  Crusoe,  Public  School  Publishing  Co.    Teacher's  edition.  .40 

(Ouida)  Ramee,  L.  de  la.  The  Nurnburg  Stove,  boards,  Maynard,  Merrill  &  Co.  .20 

Page,  Two  Little  Confederates,  Scribner.  1.50 

Seawell,  Paul  Jones,  D.  Appleton  &  Co.  1.00 

Stowe,  Uncle  Tom's  Cabin,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .70 

Swift,  Gulliver's  Travels,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .50 

Trowbridge,  Bound  in  Honor,  Lee  &  Shepard.  1.25 

Wiggin.  The  Story  of  Patsy.  Houghton,  Mifflin  &  Co.  .60 

Wiggin,  Timothy's  Quest,  Houghton,  Mifflin  &  Co.                                                         •  1.00 

Wyss,  Swiss  Family  Robinson,  Houghton,  Mifflin  &  Co.  1.00 

MISCELLANEOUS  LITERATURE. 

Church,  J.  A.,  Story  of  the  Odyssey,  Macmillan  &  Co.,  School  Library  Series.  .50 

Lamb,  Tales  from  Shakespeare,  Ginn  &  Co.  .40 

Seven  American  Classics,  American  Book  Co.  .50 
Warner,  A  Hunting  of  the  Deer  and  other  papers,  Riverside  Literature  Series, 

Houghton,  Mifflin  &  Co.,  linen.  .25 


206  BOOKS  FOR  SCHOOL  LIBRARIES. 

MYTHS  AND  FAIRY  TALES. 

Craik,  Little  Lame  Prince,  Children's  Favorite  Classics  Series,  16mo.  ed..  Crowell.  $  .75 
Eliot,  Dr.  S.,  editor,  Arabian  Nights  Entertainments,  illustrated,  Geo.  A.  Smith,  Bos- 
ton, board  covers.  .30 
Franc i lion  Gods  and  Heroes;  or,  Kingdom  of  Jupiter,  Ginn  &  Co.  .40 
Harris,  J.  S.,  Uncle  Remus,  Appleton.  1.50 
Hawthorne,  Wonderbook  and  Tanglewood  Tales,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .70 

Keary.  A.  &  F.,  The  Heroes  of  Asgard,  School  Library  Series,  Macmillan.  .50 

Kingsley,  Greek  Heroes,  Ginn  &  Co.  .40 

Kimfsley,  The  Water  Babies,  illustrated,  Macmillan.  .50 

Ruskin,  The  King  of  the  Golden  River,  illustrated,  Ginn  &  Co,  .25 

Scudder.  Fables  and  Folk  Lore,  Riverside  School  Lib.  Series,  Houghton,  M.  &  Co.  .50 

Book  of  Tales,  American  Book  Co.  .50 

Bakewell's  True  Fairy  Stories,  American  Book  Co.  .35 

Baldwin's  Fairy  Stories  and  Fables,  American  Book  Co.  .35 

Lane's  Stories  for  Children.  American  Book  Co.  .25 

Pyle's  Prose  and  Verse  for  Children,  American  Book  Co.  .40 

Rolf  e's  Fairy  Tales,  American  Book  Co.  .50 

PERIODICALS. 

Great  Round  World,  weekly,  Wm.  B.  Harrison,  3  and  5  W.  18th  St.,  N.  Y.  City.  2.50 

St.  Nicholas,  monthly,  Century  Co.  3.00 

Youth's  Companion,  weekly,  Boston.  1.75 

POETRY. 

Bryant,  Ulysses  Among  the  Phaeacians,  Riverside  Literature  Series,  H.,  M.  &  Co.  .15 
Longfellow,  Children's  Hour  and.  Other  Poems,  Riverside  S.  Lib.  Series,  H.,  M.  &  Co.  .60 
Longfellow,  Song  of  Hiawatha,  Riverside  Literature  Series.  Houghton,  Mifflin  &  Co.  .40 
Macaulay,  Lays  of  Ancient  Rome,  Supplementary  Reading  for  School  Series,  Long- 
mans, Green  &  Co.  .40 
Palgraye,  Golden  Treasury,  Macmillan's  School  Library  Series,  Macmillan.  .50 
Riverside  Song  Book.Houghton,  Mifflin  &  Co.  .30 
Thaxter,  Stories  and  Poems  for  Children,  Riverside  School  Lib.  Series,  H.,  M.  &  Co.  .60 
Verse  and  Prose  for  Beginners  in  Reading,  Houghton,  Mifflin  &  Co.,  linen.  .25 
Whittier,  Selections  from  Child-Life,  in  Poetry  and  Prose,  Riverside  Literature  Se- 
ries, linen,  Houghton,  Mifflin  &  Co,  .40 

SCIENCE  AND  NATURE. 

Ballard,  Among  the  Moths  and  Butterflies^  Putnam  &  Sons,  illustrated.  1.50 

Buckley,  Fairyland  of  Science,  Appleton,  illustrated.  1.50 

Burroughs,  Birds  and  Bees,  Riverside  School  Lib.  Series,  Houghton,  Mifflin  &  Co.  .60 

Dy.son,  Stories  of  the  Trees,  Nelson  &  Sons,  illustrated.  1.25 

Frith,  Half  Hours  of  Scientific  Amusement,  Ward,  Lock  &  Bowden,  illustrated.  .60 

Frye,  Brooks  and  Brook  Basins,  Ginn  &  Co.  .58 
Lock  wood,  Animal  Memoirs,  Part  I  Mammals,  Part  II  Birds,  illustrated,  American 

Book  Co.,  each.  .60 

Newell,  Outline  Lessons  in  Botany,  Ginn  &  Co.,  Part  I.  illus.,  50;  Part  II,  illus.  .80 

Nichols,  Overhead,  Lothrop  &  Co.,  illustrated.  1.50 

TRAVELS  AND  ADVENTURES. 

Du  Chaillu,  Lost  in  the  Jungle,  Harper  Bros.,  illustrated.  1.00 

Custer,  Boots  and  Saddles,  Harper.  1.50 

Dana,  Two  Years  Before  the  Mast,  Riverside  School  Lib.  Series,  Houghton,  M.  &  Co.  .70 

French,  Our  Boys  in  China,  Lee  &  Shepard,  illustrated.  1.25 

Knox,  Boy  Travelers  in  Egypt  and  the  Holy  Land,  Harper,  illustrated.  2.00 

Lummis,  Some  Strange  Corners  of  Our  Country,  Century  Co.,  illustrated.  1.50 

Miller,  Little  People  of  Asia,  E.  P.  Dutton  &  Co.,  illustrated.  2.50 

Verne.  Around  the  World  in  Eighty  Days,  The  Mysterious  Island,  Porter  &  Coates.  1.25 

Krout's  Alice's  Visit  to  the  Hawaiian  Islands,  American  Book  Co.  .45 

U.  S.  GOVERNMENT. 

Brooks,  E.  S.,  The  Century  Book  for  Young  Americans,  The  Century  Co.,  illus.  1.50 
BOOKS  FOR  GRAMMAR  GRADES. 

BIOGRAPHY  AND  HISTORY. 

Abbott,  J.  S.  C..  Paul  Jones,  Miles  Standish,  David  Crockett,  Dodd  &  Mead,  each.  1.25 

Brooks,  N.,  Life  of  Abraham  Lincoln,  illustrated,  Putnam's  Sons.  1.75 

Champlin,  Young  Folks  History  of  the  War  for  the  Union,  H.  Holt  &  Co.,  illus.  2.50 

Cpffin,  Building  of  the  Nation,  illustrated,  Harper.  2.00 

Dickens,  ChildTs  History  of  England,  illustrated,  Houghton.  Mifflin  &  Co,  1.00 

Drake,  S.  A.,  The  Making  of  the  Great  West,  illustrated,  Scribner.  1.50 

Eggleston,  History  ot  the  United  States  and  Its  People,  illus.,  American  Book  Co.  1.05 

Fiske,  J.,  The  War  of  Independence,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 

Fiske,  J.,  History  of  the  United  States,  illustrated,  Houghton,  Mifflin  &  Co.  1.00 

Franklin's  Autobiography,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .50 

Higginson,  Young  Folks'  Book  of  American  Explorers,  Longmans,  Green  &  Co.  1.20 

Johonnot,  Ten  Great  Events  in  History,  American  Book  Co.  -54 

Lang,  True  Story  Book,  cheap  edition  for  school  use.  Lpngmans,  Green  &  Co.  .50 

Larcom,  A  New  England  Girlhood,  Riverside  School  Library  Series.  H.  M.  &  Co.  .60 


BOOKS  FOR  SCHOOL,  UBRARIES.  207 

Lincoln,  Abraham,  Gettysburg  Speech  and  other  papers,  Riverside  Literature  Series, 

Houghton,  Mifflin  &  Co.,  paper.  $  .15 
Parton,  Jas.,  Captains  of  Industry,  1st  and  2d  series,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.,  each.  .60 

Cheney,  Life  and  Letters  of  .Louisa  M.  Alcott,  Roberts  Bros.  1.50 

Baldwin's  Four  Great  Americans,  American  Book  Co.  .50 

Beebe's  Four  American  Naval  Heroes,  American  Book  Co.  .50 

Burton's  Four  American  Patriots,  American  Book  Co.  .50 

Burton's  Story  of  Lafayette,  American  Book  Co.  .50 

Rolfe's  Tales  of  Chivalry,  American  Book  Co.  .50 

Rolfe's  Tales  from  English  History,  American  Book  Co.  .50 

Rolfe's  Tales  from  Scottish  History,  American  Book  Co.  .50 

Winship's  Great  American  Educators,  American  Book  Co.  .50 

FICTION. 

Alcott,  Eight  Cousins,  illustrated.  Rose  in  Bloom,  ill..  Little,  Brown  &  Co.,  each.  1.50 
Brown,  Rab  and  His  Friends,  and  Other  Dogs  and  Men,  Riverside  School  Library 

Series,  Houghton,  Mifflin  &  Co.  .60 

Bunyan,  J.,  The  Pilgrim's  Progress,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 
Coffin,  Daughters  of  the  Revolution,  illustrated,  Houghton,  Mifflin  &  Co.  1.50 

Dickens,  A  Christmas  Carol  and  the  Cricket  on  the  Hearth,  Riverside  School  Li- 
brary Series,  Houghton,  Mifflin  &  Co.  .50 
Dickens,  Old  Curiosity  Shop,  Harper  Bros.                                                                           1.25 
Eliot,  George.  Silas  Marner;  The  Weaver  of  Raveloe,  Riverside  School  Library  Se- 
ries, Houghton,  Mifflin  &  Co.  .50 
Hale,  E-  E-,  Man  Without  a  Country,  Little,  Brown  &  Co.  .SO 
Hawthorne,  House  of  Seven  Gables,  Riverside  School  Library  Series,  H.  M.  &  Co.      .70 
Henty,  Under  Drake's  Flag,  illus.;  With  Clive  in  India,  illus.,  With  Wolfe  in  Canada, 

illus.:  Scribner,  popular  edition,  each.  1.00 

Hughes,  Tom  Brown  at  Oxford,  Crowell  Standard  Lib.  Series,  T.  Y.  Crowell  &  Co.  1.00 
Hughes,  Tom  Brown's  School  Days,  illus.,  Riverside  School  Lib.  Series,  H.  M.  &  Co.  .60 
Jackson,  H.  H.,  Ramona,  Little,  Brown  &  Co.  1.50 

Jewett,  S.  O.,  Tales  of  New  England,  Riverside  School  Lib.  Series,  H.  M.  &  Co.  .60 

King,  Capt.  Chas.,  Between  the  Lines,  Harper.  1.25 

King,  Capt.  Chas.,  Trumpeter  Fred,  Neely.  .75 

Kingsley,  Westward  Ho !,  Macmillan's  School  Library  Series,  Macmillan.  .50 

Scott,  Ivanhoe.  Riverside  School  Library  Series,  Houghton,  Mifflin  &  Co.  .70 

Wallace,  Ben  Hur,  Harper.  1.50 

Wiggin,  Kate  Douglas,  Polly  Oliver's  Problem,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .60 

MISCELLANEOUS  LITERATURE. 

Emerson.  Fortune  of  the  Republic,  and  Other  American  Addresses,  Riverside  Litera- 
ture Series.  Houghton,  Mifflin  &  Co.,  paper.  .15 
Holmes,  O.  W.,  Autocrat  of  the  Breakfast  Table,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .60 

Koopman,  Mastery  of  Books,  American  Book  Co.  90 

Irving,  Essays  from  the  Sketch  Book,  Riverside  School  Library  Series,  H.  M.  &  Co.  .50 
Richardson,  Abby  Sage,  Stories  From  Old  English  Poetry,  Riverside  School  Library 

Series,  Houghton,  Mifflin  &  Co.  .60 

Ruskin,  Sesame  and  Lilies,  McClurg.  l.OQ 

MYTHOLOGY. 

Guerber,  Myths  of  Greece  and  Rome.  American  Book  Co.  1.00 

PERIODICALS. 

Chautauquan,  The  Chautauqua  Press,  Cleveland,  O.,  monthly,  illustrated.  2.00 

Harper's  Round  Table,  Harper  Bros.,  monthly,  illustrated.  1.00 

Week's  Current,  E.  O.  Vaile,  Oak  Park,  111.,  weekly.  1.25 

POETRY. 
Arnold,  Sohrab  and  Rustum,  Students'  Series  of  English  Classics,  Leach,  Shewell 

&  Sanborn.  .25 

Bryant,  Sella,  Thanatopsis  and  other  poems.  Riverside  Lit.  Series,  H.  M.  &  Co.  .15 

Holmes,  Grandmother's  Story  of  Bunker  Hill  Battle  and  other  yerse  and  prose.  Riv- 
erside School  Library  Series,  illustrated,  Houghton,  Mifflin  &  Co.  .50 
Longfellow,  The  Children's  Hour  and  other  poems,  Riverside  Lib.  Ser.,  H.  M.  &  Co.    .60 
Longfellow,  Evangeline,  Hiawatha,  and  Courtship  of  Miles  Standish,  Riverside 

School  Library  Series,  illustrated,  Houghton,  Mifflin  &  Co.  .60 

Longfellow,  Tales  of  a  Wayside  Inn,  Riverside  Lit.  Series,  Houghton,  Mifflin  &  Co-  .50 
Lowell,  Vision  of  Sir  Launf  al,  Under  the  Old  Elm,  and  other  poems,  Riverside  School 

Library  Series,  Houghton,  Mifflin  &  Co.  .60 

Scott,  Lady  of  the  Lake;  Marmion,  Students'  Series  of  English  Classics,  Leach, 

Shewell  &  Sanborn,  each.  .34 

Shakespeare,  Julius  Caesar  and  As  You  Like  It,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .50 

Shakespeare,  Merchant  of  Venice,  Students'  Ser.  of  Eng.  Classics,  Leach,  S.  &  S.         .35 
Tennyson,  The  Comingof  Arthur,  and  other  poems.  River.  Lib.  Series,  H.,  M.  &  Co.    .50 
Whittier,  Snowbound,  Tent  On  the  Beach,  and  other  poems,  Riverside  School  Li- 
brary Series.  Houghton,  Mifflin  &  Co.  .60 


208  BOOKS  FOR  SCHOOL  LIBRARIES. 

SCIENCE. 

Blaikie,  How  to  Get  Strong,  illustrated,  Harper.    New  and  enlarged  edition.  I  $1.75 

Buckley,  Life  and  Her  Children,  illustrated;  Winners  in  Life's  Race,  illustrated; 

Short  History  of  Natural  Science,  illustrated,  Appleton,  each.  1.50 

Kinesley.  Madam  How  and  Lady  Why,  Macmillan  School  Ser.,  Mactnillan  &  Co.        .50 
Miller,  Olive  Thome,  Bird-ways,  Riverside  Lib.  Series.  Houghton,  Mifflin  &  Co.  .60 

Morley.  Margaret  W.,  A  Son*  of  Life,  illus.;  Life  and  Love,  fllus.;  McClurg,  each.     1.25 
Tyndall,  The  Forms  of  Water  in  Clouds,  in  Rivers,  Ice  and  Glaciers,  ill.,  Appleton,   1.50 

TRAVEL  AND  DESCRIPTION. 

Bacon,  Alice,  A  Japanese  Interior,  Riverside  School  Library  Series.  H.,  M.  &  Co.  .60 

Du  Chaillu,  Paul.lWild  Life  Under  the  Equator,  Harper,  illustrated.  1.00 

Dodge,  M.  M.,  Land  of  Pluck,  illustrated,  Century  Co.  1.50 

French,  M.  W.,  Our  Boys  in  India,  illustrated,  Lee  &  Shepard.  1.25 

Knox,  T.  W..  Boy  Travelers  in  Japan  and  China,  Harper  Bros.,  illustrated.  2.00 

Knox,  Boy  Travelers  in  South  America,  illustrated.  Harper,  2.00 

Parkman,  Oregon  Trail,  12mo.  edition,  illustrated,  Little,  Brown  &  Co.  1.00 

Schwatka,  E-,  Children  of  the  Cold,  illustrated,  Cassell  Co.  1.25 
The  World  and  Its  People,  series,  edited  by  L.  Dunton: 

Our  Own  Country,  .50;  Our  American  Neighbors,  .60;  Modern  Europe,  .60;  Life 

in  Asia,  .60;  Silver,  Burdett  &  Co. 

U.  S.  GOVERNMENT. 

Alton,  F.,  Among  the  Law  Makers,  Scribner.  1.50 

REFERENCE  BOOKS  FOR  SCHOOL  LIBRARIES. 

CYCLOPEDIAS  AND  BOOKS  OF  MISCELLANEOUS  INFORMATION. 

Beal^Information^eaders,  illustrated,^  vols.^  Boston^ School  Supp_ly  Co.  ^ 

2.50 

Chase  &"Clbw,"sYorie"s"orindustry^Tvols.,  ill.,  Ed.  Pub.  Co..  each,  boards,  .40;  cloth.    .60 
Chicago  Record,  Shop-talk,  illustrated,  1st  and  2d  series,  Chicago  Record,  each.  .70 

Companion  Series,  By  Land  and  Sea,  Perry  Mason  &  Co.,  10  vols.,  each.  .10 

Daily  News  Almanac,  cloth,  Daily  News,  Chicago.  .50 

Appleton's  Universal  Cyclopedia,  12  vols.,  Appleton.  51.00 

Trowbridge.  Lawrence's  Adventures  Among  the  Ice-cutters,  Glass-makers,  Coal- 
miners,  Iron-men,  and  Ship-builders,  illustrated.  Porter  &  Coates.  1.25 
Webster's  International  Dictionary,  G.  &  C.  Merriam  Co.,  sheep  $10 ;  with  pat.  index  10.75 

GEOGRAPHY  AND  HISTORY. 

Eggleston,  First  Book  in  American  History,  illustrated.  American  Book  Co.  .60 

Higginson,  Young  Folks'  History  of  the  United  States,  ill.,  Longmans,  Green  &  Co.    1.00 
Johnston,  History  of  American  Politics,  latest  edition,  Holt.  .80 

King,  Picturesque  Geographical  Readers,  illustrated,  (United  States  only),  Book  1, 

.50;  Book  2.  .72;  Books  3,  4,  5.  .56  each,  Lee  &  Shepard. 

Montgomery,  Leading  Facts  of  English  History,  Ginn  &  Co.  1.12 

Rand,  McNally  &  Co.,  New  Universal  Atlas  of  the  World,  latest  ed.,  R.,  McN.  &  Co.     4.50 
Scott,  Tales  of  a  Grandfather,  Ginn  &  Co.  .40 

World  at  Home,  Readers,  No.  1,  .25 ;  2,  .30;  3,  .50 :  4. 5, 6,  .75  each,  Thos.  Nelson  &  Sons. 

LITERATURE. 

Bartlett,  Familiar  Quotations,  9th  edition.  Little,  Brown  &  Co.  3.00 

Bellamy  &  Goodwin,  Open  Sesame,  3  vols.,  Ginn  &  Co.,  each.  .75 

Brewer,  Reader's  Handbook.  Lippincott.  3.50 

Masterpieces  of  American  Literature,  with  portraits,  Houghton,  Mifflin  &  Co.  1.00 

Masterpieces  of  British  Literature,  with  portraits,  Houghton,  Mifflin  &  Co.  1.00 

MYTHOLOGY. 

Gayley.  Classic  Myths  in  English  Literature,  illustrated,  Ginn  &  Co.  1.50 

SCIENCE. 

Atkinson,  Electricity  for  Everybody,  illustrated,  Appleton.  1.50 

Baker,  Wild  Beasts  and  their  Ways,  illustrated,  Macmillan.  3.50 

Bayliss,  In  Brook  and  Bayou,  illustrated,  Appleton.  .65 

Blaikie,  Sound  Bodies  for  Our  Boys  and  Girls,  Harper.  .40 

Blaisdell,  How  to  Keep  Well,  Ginn  &  Co.  .45 
Burnett,  Zoology  for  High  Schools  and  Academies,  illustrated,  American  Book  Co.      .75 

Brown,  R.,  Science  for  All,  latest  edition,  illustrated,  5  vols.,  Cassell.  25.OO 

Kupfer,  Stories  of  Long  Ago,  D.  C.  Heath  &  Co.,  cloth,  75c.;  boards,  $  .35 

Brown,  Alice  and  Tom,  D.  C.  Heath  &  Co.,  .40 

Biowne'a,  The  Wonderful  Chair,  D.  C.  Heath  &  Co..  JO 

Ewing,  Jackanapes,  D.  C.  Heath  &  Co.,  .20 

Welch,  Goody  Two  Shoes,  D.  C.  Heath  &  Co.,  .20 

Ingelow,  Three  Fairy  Stories,  D.  C.  Heath  &  Co.,  -20 

Jordan,  True  Tales  of  Birds  and  Beasts.  D.  C.  Heath  &  Co.,  .40 

Martineau,  The  Crofton  Boys,  Book  I,  D.  C.  Heath  &  Co.,  JO 

Martineau,  The  Crofton  Boys,  Book  II,  D.  C.  Heath  &  Co.,  -30 

O'Shea.  Old  World  Wonder  Stories,  D.  C.  Heath  &  Co.,  .20 

O'Shea.Six  Nursery  Classics,  D.  C.  Heath  &  Co.  -20 

Laing,  The  Life  of  a  Bean,  D.  C.  Heath  &  Co..  .15 


BOOKS  FOR  SCHOOL  LIBRARIES.  209 

McCorkle,  Old  Time  Stories  of  the  Old  North  State,  D.  C.  Heath  &  Co.,  $  .35 

Miller.  My  Saturday  Bird  Class,  D.  C.  Heath  &  Co.,  .25 

Hapgood,  School  Needlework,  Ginn  &  Co.,  .50 

Goss,  Bench  Work  in  Wood,  Ginn  &  Co.,  .80 

Russell,  Glaciers  of  North  America,  Ginn  &  Co.,  1.90 

Russell,  Lakes  of  North  America,  Ginn  &  Co.,  1.65 
Lone,  Ways  of  Wood  Folks,  60c.;  Wilderness  Ways,  50c.;  Secrets  of  the  Woods,  60c.; 

Wood  Folk  at  School,  price  not  given ;  Ginn  &  Co. 

Judd,  Wigwam  Stories,  Ginn  &  Co.,  .85 

Greene,  King  Arthur  and  His  Court,  Ginn  &  Co.,  .60 
Blaisdell,  Hero  Stories  from  American  History,  Ginn  &  Co.,  price  not  given. 

Catherwood,  Heroes  of  the  Middle  West,  The  French,  Ginn  &  Co.,  .60 

Davis,  Under  Six  Flags,  Story  of  Texas,  Ginn  &  Co.,  .55 

"Ariel,"  Those  Dreadful  Morse  Boys,  Ginn  &  Co.,  .90 
Stephens,  Phelps  and  His  Teachers,  Hammond  &  Stephens  Co. 

Bobbett.  The  Owl  and  the  Woodchuck,  Rand,  McNally,  .50 

Frisbie,  The  Pirate  Frog,  Rand,  McNally.  1.00 

Frisbie,  The  Bandit  Mouse,  Rand,  McNally,  1.00 

Bobbett,  The  Squirrel  and  the  Crow,  Rand,  McNally.  .50 

Read,  Judge  Elbridge,  Rand,  McNally,  1.25 

Hooker,  Baldoon,  Rand,  McNally,  1.25 

Read,  In  the  Alamo,  Rand,  McNally,  1.25 

Miller,  True  Bear  Stories,  Rand,  McNally,  1.25 

Waterloo,  The  Launching  of  a  Man,  Rand,  McNally,  1.25 
Knapp,  The  Story  of  the  Philippines,  Silver,  Burdett  &  Co. 
Seabury,  Porto  Rico,  The  Land  of  the  Rich  Port,  Silver.  Burdett  &  Co. 

McMurry,  William  Tell,  Silver,  Burdett  &  Co.,  .40 
Heermans,  Stories  from  the  Hebrew,  Silver,  Burdett  &  Co. 

Mowry,  First  Steps  in  the  History  of  England,  Silver,  Burdett  &  Co.,  .70 


210  ILLINOIS  TEACHERS'  READING  CIRCLE. 

ILLINOIS  STflTE  TEflGHERS'  REflDING  CIRCLE  1904-1905 


Twelfth  Year  of  Organization.    Third  Tear  of  fourth  Course. 


OFFICERS: 

ALFRED  BAYLISS,  President.  WALTER  R.  KIMZEY,  Secretary. 

LEWIS  M.  GROSS,  Manager.  JAMES  M.  PACE,  Treasurer. 

DIRECTORS: 

ALFRED  BAYLISS,  State  Supt.,  Springfield. 
WALTER  R.  KIMZEY,  County  Supt.,  Tamaroa. 
CHAS.  HERTEL,  County  Supt.,  Belleville. 
LEWIS  M.  GROSS,  County  Supt.,  Sycamore. 
JAMES  M.  PACE,  County  Supt.,  Macomb. 

A.  F.  NIGHTINGALE,  County  Supt.,  159  LaSalle  St.,  Chicago. 


The  Teachers'  Reading  Circle  is  a  permanent  and  integral  part  of 
the  State  School  System.  While  its  membership  is  voluntary,  it  should 
include  ALL  the  teachers  of  the  State. 

"A  teacher  will  either  grow  or  decay.  To  grow  she  must  read  with 
a  definite  purpose  of  adding  to  her  knowledge  and  increasing  her  pro- 
fessional interest,  enthusiasm  and  proficiency".  Desultory  reading  can 
not  take  the  place  of  systematic  work,  nor  can  local  clubs  answer  the 
purpose  of  state  organization.  The  more  exacting  demands  upon  the 
teachers  of  the  present  day  require  united  professional  work  along  the 
whole  line. 

The  Reading  Circle  Board  makes  its  appeal  to  the  county  and  city 
superintendents  and  principals,  and  to  teachers  generally  to  unite  in 
promoting  the  Reading  Circle  interest. 

The  pedagogical  study  is  a  necessary  preparation  for  examination 
upon  the  theory  and  practice  of  teaching.  The  book  usually  designated 
as  the  "culture  book"  is  of  special  value  to  teachers  in  their  every  day 
work. 

BOOKS  ADOPTED  FOR  1904-5. 

White's  "Art  of  Teaching"  by  Dr.  Emerson  E.  White,  author  of 
"Elements  of  Pedagogy"  and  Whites  "School  Management". 

Spark's  "Expansion  of  the  American  People",  by  Edwin  Erie 
Sparks  of  Chicago  University. 

(The  two  books  neatly  boxed,  express  paid  $2.00.) 

"The  Art  of  Teaching"  published  by  the  American  Book  Co.,  and 
"Expansion  of  America"  by  Scott,  Foresman. 

These  are  the  regular  books  of  the  Circle,  and  upon  these  only  are 


ILLINOIS  TEACHERS'  READING  CIRCLE.  211 

examinations  given,  which  entitle  the  teacher  to  certificates  of  credit  for 
work  done. 

The  two  books  named  above  are  required  to  be  read  in  one  year. 
They  may  be  procured  through  the  County  Superintendent,  or  from 
the  publishers  direct  for  the  price  named  above. 

The  year  1903  was  the  best  year  in  the  history  of  the  Illinois  Read- 
ing Circle  as  far  as  membership  and  sales  of  books  are  concerned. 

White's  "Art  of  Teaching"  is  the  last  and  best  work  of  the  most 
eminent  American  pedagogist.  The  appearance  of  the  volume  was 
awaited  with  much  interest,  and  it  was  fortunate  that  the  author  lived 
to  complete  it.  The  book  is  especially  opportune  for  its  discussion  of  a 
number  of  living  questions  of  the  present  time  relating  to  various  com- 
mon branches  of  study.  It  has  been  made  the  basis  of  Teachers'  Read- 
ing Circle  and  Institute  work  in  nearly  all  the  Reading  Circle  states; 
thus  the  use  of  this  volume  places  the  teachers  of  Illinois  in  touch  with 
the  vast  army  of  co-workers  in  other  states.  No  teacher  can  really  af- 
ford to  miss  this  book. 

"The  expansion  of  the  American  People"  by  Professor  Edwin  Erie 
Sparks  of  the  University  of  Chicago,  is  a  fascinating  chronicle  of  the 
growth  of  America  and  her  people.  The  author  undertakes  to  show  that 
"expansion"  is  not  a  new  watchword,  but  an  old  principle  that  has  been 
at  work  since  the  beginning  of  our  nation,  until  it  has  silently  reached 
its  majority. 

He  has  gleaned  much  of  his  information  from  dusty  archives  and 
official  records,  and  has  placed  many  of  his  historical  facts  in  a  new  and 
original  setting.  His  text  is  abundantly  illustrated  with  reproduc- 
tions of  old  wood  cuts  and  quaint  prints  and  inscriptions  of  every  de- 
scription. The  chapters  are  replete  with  delightful,  gossipy  facts  about 
our  ancestors,  describing  graphically  their  methods  of  travel  by  stage 
and  flatboats;  their  modes  of  doing  business,  and  all  the  various  aspects 
of  their  social,  political  and  intellectual  life.  They  recount  the  strug- 
gles, hardships  and  privations  of  the  pioneers,  but  show  that  the  onward 
march  of  expansion  has  always  made  for  education,  comfort,  good  gov- 
ernment, and  the  growth  of  churches. 

Octavo,  462  pages,  182  illustrations.     Cloth.     Price  $1.00. 

RECOMMENDED   READING. 

"Education  and  the  Higher  Life"  by  J.  L.  Spaulding,  Bishop  of 
Peoria;  16mo.,  cloth  extra;  70  cents. 

Bishop  Spalding  has  found  honor  far  beyond  church  lines  for  his  lit- 
erary abilities.  In  this  volume  he  discusses  with  master  pen  the  highest 
and  broadest  phases  of  education,  however  acquired.  He  pleads  his  cause 
with  remarkable  force,  and  with  great  beauty  of  epigram.  One  cannot 
help  feeling  the  power  of  his  argument, -and  unconsciously  yields  assent. 

What  he  has  to  say  in  the  chapters  of  this  book  is  of  the  utmost 
consequence  to  every  inquirer  after  truth;  and  the  gentle  but  sure  stimu- 
lus of  his  voice  causes  his  writings  to  take  rank  with  those  of  the  best 
American  essayists. 


212  ILLINOIS  TEACHERS'  READING  CIRCLE. 

"The  Book  Lover" — an  invaluable  book  for  every  educator — by 
James  Baldwin,  Ph.D.  New  and  enlarged  (14th)  edition.  Beautifully 
printed;  16  mo.;  cloth  extra;  80  cents. 

Pro!  Baldwin  is  a  true  book  lover.  All  his  life  he  has  pursued  his 
specialty  with  passion  and  enthusiasm.  He  has  compacted  into  this  vol- 
ume the  wisdom  which  he  has  accumulated  during  a  lifetime.  This 
book  has,  therefore,  a  positive  and  permanent  usefulness.  It  is  one  of 
the  few  really  valuable  reference  works  which  is  essential  to  the  teacher, 
the  educator  and  the  librarian.  The  essays  on  the  love  for  books,  their 
proper  choice,  and  the  value  and  use  of  libraries;  what  children  should 
read  and  the  library  in  the  school,  are  all  of  vital  import  to  every  pro- 
gressive teacher,  and  to  all  seekers  after  knowledge. 

The  lists  of  the  best  works  in  all  departments  of  literature,  given  in 
"The  Book  Lover,"  are  of  the  greatest  value  to  the  educator. 


DESCRIPTIVE   MATTER   CONCERNING 

RIGHT  READING. 

Words  of  Counsel  on  the  Choice  and  Use  of  Books.     Salected  from  the 
writings  of  ten  famous  authors  of  the  Nineteenth  Century. 

This  little  book,  representing  the  opinions  of  our  wisest  authors  on 
a  subject  of  the  most  vital  importance  to  every  one,  is  intended  to  sup- 
ply a  rational  standard  of  guidance  in  the  choice  and  use  of  books,  and 
will  be  found  especially  timely  and  valuable  in  the  present  day  of  many 
books  and  indiscriminate  reading.  The  writers  whose  advice  is  given 
are  Sir  Arthur  Helps,  Carlyle  Isaac  D'Israeli,  Emerson,  Schopenhauer, 
Ruskin,  J.  C.  Dare,  John  Morley,  Lowell  and  Frederick  Harrison.  The 
selections  are  short  and  to  the  point,  giving  much  good  advice  and  the 
fact  that  the  words  are  from  those  who  are  authorities  on  the  subject 
makes  them  all  the  more  potent  and  incontrovertible. 

Any  one  of  the  ten  authors  represented  would  be  a  safe  guide,  to 
the  extent  of  the  ground  he  covers,  but  the  whole  ten  include  nearly  ev- 
erything that  can  be  judiciously  said  in  regard  to  the  use  of  books. 

These  are  the  books  adopted  as  recommended  reading,  and  upon 
these  no  examination  will  be  given. 


Certificate  of  Credit. 

This  certifies  that of 

County,  Illinois,  is  a  regularly  enrolled  member  of  the  Illinois  Teachers' 
Reading  Circle,  and  has  completed  the  work  in  the  manner  prescribed 
by  the  Board  of  Directors  for  the  current  year,  and  is  entitled  to^this 

Grade  Certificate. 

er. 


ILLINOIS  TEACHERS'  READING  CIRCLE.  213 

Enrollment  Card— 1904-1905. 
To  the  County  Manager: 

You  are  authorized  to  enroll  my  name  as  a  member  of  the  Illinois 

Teachers'  Reading  Circle  for County,  Illinois, 

and  I  hereby  agree  to  procure  the  books  underscored  below,  and  to  read 
the  same  carefully  during  the  year. 

White's  "Art  of  Teaching". 

"The  Expansion  of  the  American  People". 

P.O 

Date 190... 

...  Teacher. 


THE  DUTY  OF  THE  COUNTY  SUPERINTENDENT. 

It  is  expected  that  each  County  Superintendent  will  distribute  this 
circular  at  the  Institute,  and  secure  as  large  a  Reading  Circle  member- 
ship as  possible.  He  should  set  apart  a  suitable  time  in  his  program  for 
a  discussion  of  the  purpose  and  plan  of  the  Reading  Circle,  and  should 
make  recommendations  relative  to  the  home  study  of  the  year.  For  the 
convenience  of  teachers  and  to  save  time  at  the  Institute,  he  should  ar- 
range to  have  a  supply  of  the  books  on  hand  at  the  beginning  of  the 
session. 

Much  of  the  responsibility  for  the  success  of  the  Reading  Circle  must 
rest  upon  the  County  Superintendent. 


CREDITS. 

Each  member  of  the  Reading  Circle  completing  the  reading  of  any 
year's  work  on  the  course,  and  passing  a  satisfactory  examination,  to  be 
given  by  the  County  Superintendent,  or  presenting  complete  notes  on 
such  reading  will  receive  a  certificate  of  credit.  Three  such  certificates 
entitle  the  holder  to  a  Reading  Circle  diploma. 

For  circulars  and  for  any  further  information  relative  to  the  Teach- 
ers' Reading  Circle  and  its  work,  address 

LEWIS  M.  GROSS,  Manager, 

Sycamore,  Illinois. 


214  ILLINOIS  PUPILS'  READING  CIRCLE. 

ILLINOIS  PUPILS'  READING  CIRCLE. 

Organized  under  direction  of  Illinois  State  Teacher,-,'  Association. 

OFFICERS: 

EDWARD  BANGS,  President,  Springfield. 
ELIZABETH  L.  HOWES,  Treasurer,  Decatur. 

F.  A.  KENDALL,  Secretary  and  Manager,  Naperville. 
BOARD  OF  DIRECTORS: 

EDWARD  BANGS,  Springfield.  ELIZABETH  L.  HOWES,  Decatur. 

J.  A.  MERCER,  Peoria.  -  C.  M.  BARDWELL,  Aurora. 

U.  J.  HOFFMAN.  Ottawa.  JOHN  SNYDER,  Cairo. 


COURSE  OF  READING  FOK  1OO4-5. 
First  and  Second  Reader  Grade. 

1.  The  Snowman Lang $  .35 

2.  Sunbonnet  Babies  Primer Grover 40 

3.  Old  World  Wonder  Stories O'Shea 20 

4.  WakeRobin  Holtzclaw 36  $1.31 

Third  Reader  Grade. 

5.  Children  of  the  Cold Schwatka $  .75 

6.  Our  Little  Japanese  Cousin Wade 45 

7.  The  Magic  Forest White 90 

8.  Greek  Gods.  Heroes  and  Men  Harding 48  $2.58 

Fourth  Reader  Grade. 

9.  Timothy's  Quest Wiggin $  .80 

10.  Flight  of  Pony  Baker Howells 95 

11.  Around  the  World  in  the  Sloop  Spray Slocum 50 

12.  A  Watcher  in  the  Woods Sharp 80  $3.05 

Fifth  Reader  Grade. 

13.  Agriculture  for  Beginners Burkett $  .72 

14.  Uncle  Remus,  his  Songs  and  Sayings Harris 95 

15.  The  Balaster  Boys Channing 85 

16.  A  Rose  of  Holly  Court Gould 70  $3.22 

Advanced  Grade. 

17.  A  Child  of  the  Sun Banks $  .95 

18.  The  Conquest Dye 95 

19.  The  Story  of  my  Life Helen  Keller 95 

20.  Story  of  our  English  Grandfathers Brown 75  $3.60 

Complete  Set $13.76 

If  ordered  in  one  shipment $13.50 

Oar  New  Encyclopedia. 

HILL'S   PRACTICAL  REFERENCE  LIBRARY   was  adopted  for  the  following 
reasons : 

First.— Because  it  treats  all  subjects  in  a  simple  and  interesting  manner,  making  it 
very  usable  for  teachers  and  pupils. 

Second.—  Because  it  gives  the  most  information  on  a  subject  in  the  least  spaee— a 
very  essential  feature  fpr  school  work. 

Third—  Because  it  is  especially  complete  in  the  discussion  of  up-to-date  subjects. 
Fourth.— Because  of  the  prominence  and  schol- 
arship of  many  of  its  contributors. 

Fifth.— Because  it  is  excellently  illustrated,  du- 
rably bound  and  printed  pn  good  paper. 

Sixth. — Because  its  price  is  very  reasonable. 
Seventh—  Because  it  is  in  accordance  with  mod- 
ern methods  of  teaching. 

Adopted  and  endorsed  by  leading  educators 
throughout  the  country. 

Concise,  complete,  convenient,   up-to-date  and 
cheap.    Send  for  further  information. 
Half  Morocco  (cash  price) $15.00 

The  Pupils'  Reading  Circle  is  recognized  as  an 
important  part  of  the  educational  system  of  the  state. 
A  complete  set  of  books  should  be  in  every  school. 
The  management  hopes  to  have  at  least  one  reader 
in  every  school  where  the  Course  of  Study  is  used. 

The  books  will  be  sent  prepaid  in  sets  or  singly 
on  receipt  of  the  above  prices  upon  application  to 

F.  A.  KENDALL,  Mgr..  Naperville.  111. 
49~For  special  terms  to  teachers  see  page  816. 


ILLINOIS  PUPILS'  READING  CIRCLE.  215 

ILLINOIS   PUPILS'    READING    CIRCLE. 


LIST  OF  BOOKS  FROM  1894  TO  19O4  INCLUSIVE. 


First  and  Second  Reader  Grade. 

Pub.     Our 
No.  Price.  Price. 

21  Andersen's  Fairy  Tales $40  $  40 

22  Bass's  Animal  Life 35  30 

23  Burke's  Fairy  Tales 30  30 

24  Bass's  Plant  Life 30  25 

25  Twilight  Stories— Foulke 35  35 

26  Animals    Wild    and    Tame- 

Davis 40  35 

27  Stories  of  the  United  States- 

Davis 40  35 

28  September  to  June  with  Na- 

ture   35  30 

29  Home  and  School 25  25 

30  Hiawatha  Primer— Holbrook.  40  40 

31  Braided  Straws 40  40 

32  Child  Life  in  Tale  and  Fable  35  35 

33  Four  True  Stories 35  35 

34  Legends  of  the  Springtime— 

Hoyt 40  35 

35  Oriole  Stories— Lane 28  28 

36  The  Wonderful  Chair 30  30 

37  Story  of  Patsy— Kate  Douglas 

Wiggin 60  50 

38  A  Book  of  Nursery  Rhymes- 

Welsh 30  30 

39  Child's   Garden    of    Verses- 

Stevenson 50  48 

40  Little  Lame  Prince— Mulock.  30  30 

41  Marjorie's  Doings— Paull 40  40 

42  Little  Golden  Hood  and  other 

Stories— Lang 30  30 

43  From   the    Land    of    Story— 

Claxton 25  25 

44  Child  Stories  from  the  Mas- 

ters—Menefee 30  30 

45  Book  of  Nature  Myths-Hol- 

brook 45  45 

Third  Reader  Grade. 

46  King  of  the  Golden   River— 

Ruskin 25  25 

47  SevenLittle  Sisters— Andrews  50  45 

48  Stories  of  Colonial  Children..  60  40 

49  Robinson  Crusoe— McMurry..  35  30 

50  Classic  Stories— McMurry...  35  30 

51  Stories  Mother  Nature  Told..  50  45 

52  Myths  of  Old  Greece— Pratt...  60  50 

53  Each  and  All— Andrews 50  45 

54  Grimm's  Fairy  Tales,  Parti..  35  35 

55  Grimm's  Fairy  Tales,  Part  II.  35  35 

56  Legends  of  the  Red  Children..  30  30 

57  Short   Stories    of    Our    Shy 

Neighbors 50  50 

58  Stories  of  Indian  Children....  50  45 

59  Aunt  Martha's    Corner  Cup- 

board   60  40 

60  Fifty  Famous  Stories  Retold.  35  35 

61  Story  of  Lincoln— Cravens....  35  30 

62  Stones  of  .'American  Life  and 

Adventure 50  50 

63  Hoosier  School  Boy— Eggles- 

ton 60  50 

64  On  the  Farm— Col.  Parker 42  40 

65  Docas,  The  Indian  Boy— Shed- 

den 35  35 

66  Bird's  Christmas:Carol— Wig- 

gin 50  45 

67  Ways  of  Wood  Folks 50  50 

68  Toby  Tyler:  or  Ten    Weeks 

With  a  Circus-Otis 60  55 

69  Lolami,  the  Little  Cliff  Dwell- 

er—Mrs.  Baylisa 50  40 


Pub.     Our 
No.  Price.  Price. 

70  Dog  of  Flanders $35     $35 

71  Bimbi  Stories  for  Children— 


Ouida. 40 

72  Secrets  of  the  Woods— Wm.J. 

Long 50 

73  Old   Indian    Legends  -  Zit- 

kalsZa 50 

74  Little  Crusaders— Madden  . .    50 

75  Mr.  Stubb's  Brother— James 

Otis 60 

76  The  Story  Hour- Wiggin  ...I  00 

77  Little  Polly  Prentiss-Gould 


78  The   Candle  and  the   Cat- 

Lepnard  

79  Stories  of  Pioneer  Life— Bass 


70 


45 
40 


Fourth  Reader  Grade. 

80  Little  Jarvis 100 

81  Wonder  Book— Hawthorne  ..    40 

82  Ten  Boys— Andrews 50 

83  Stories  of  Great  Americans  . .    40 

84  Tanglewood  Tales  — Haw- 

thorne      40 

85  Four  Great  Americans — Bald- 

win     50 

86  Revolutionary  Pioneers 35 

87  Stories  of  Long  Ago— Kupfer    35 

88  Story  of  Ulysses— Co.ok 50 

89  Alice's  Adventures  in  Won- 

derland     50 

90  Little  Smoke-  Stoddard 1  50 

91  Sweet  William— Marguerite 

Bouvet 125 

92  Our    Feathered  Friends— 

Grinnel 30 

93  Four  American    Naval    He- 

roes     50 

94  The   Young    Supercargo— 

Drysdale 150 

95  Stories    of    Old    Germany— 

Pratt 60 

96  Lobo.  Rag  and  Vixen 60 

97  Heidi,  a  Tale  From  the  Ger- 

man     40 

98  South  America— Carpenter..    60 

99  Wilderness  Ways  —  Wm.   J. 

Long 45 

100  Four    American    Pioneers— 

Beebe 50 

101  Tales  of  an  Old    Chateau- 

Bouvet 1  00 

102  City  of    the    Seven    Hills- 

Harding 60 

103  Hans  Brmker.  or  the  Silver 

Skates-Dodge 1  50 

104  Four  American  Inventors  — 

Perry 50 

105  Life  on  the  Farm — Shepard. .    50 

106  The  Gate  of  the  Giant  Scis- 

sors—Johnston      50 

107  In  Colonial  Times—  Mary 

Wilkins 50 

108  Robin  Hood— Pyle 60 

109  The  Little  Colonel- Johnston    50 

110  King  Arthur  and  His  Court- 

Greene 50 


40 
50 

50 
45 

55 
80 
80 

50 
40 


60 
40 
50 
40 

40 

50 
30 
30 
45 

40 
90 

85 
30 
50 
95 

45 
50 

40 
60 

45 
50 
80 
55 
95 

50 
50 

45 

40 
50 
45 

50 


Fifth  Reader  Grade. 

111  Tales  of  a  Grandfather-Scott    40       40 

112  Franklin's  Autobiography...    40       40 

113  Peasant   and  Prince  —  Mar- 

tineau 40       40 


216 


! ILLINOIS  PUPILS'  READING  CIRCLE. 


Pub.     Our 
No.  Price.  Price. 

114  The  Children's  Life  of  Lin- 

coln  $125  $80 

115  Four    American    Patriots  — 

Burton 50  50 

116  Polly   Oliver's    Problem    — 

Wijfgin... 60  60 

117  Stories  from  English  History    40  40 

118  The   Eugene   Field   Book  - 

Burt 60  50 

119  Story  of  a  Bad  boy-Aldrich    70  70 

120  Heroes  of  the  Middle  West..    50  50 

121  Widow  O'Callaghan's  Boys..l  25  80 

122  Being  a  Boy.  C.Dudley  War- 

ner     60  60 

123  Four  American  Poets 50  50 

124  The  Praire  Schooner— Bartonl  50  95 

125  Cattle  Ranch  to   College  - 

Doubleday 150  95 

126  The    Boy  Settlers  -   Noah 

Brooks 125  90 

127  Jackanapes— Ewing 20  20 

128  A  Year  in  aYawl-Doubledayl  50  95 

129  The  Boy  General-Mrs.Custer    60  50 

130  Winifred  West— Channing. . .  1  00       70 

131  Margot,  the  Court  Shoema- 

kers Daughter— Mann 1  00  85 

132  Wood  Folks  at  School— Long    50  50 

133  For  the  Honor  of  the  School 

— Harbour 150  95 

134  Lolami  in  Tusayan  —  Mrs. 

Bayliss 50  45 

135  American  Inventions  and  In- 

ventors— Mowry 65  65 

Advanced  Grade. 

136  Cadet   Standish    of  the  St. 

Louis 1  50      95 


Pub.    Our 
No.  Price.  Price- 

137  Paul  Jones— Seawell $1  00  $  80 

138  Silas  Marner-Eliot 40  40 

139  Sketches  of  American  Writers    60  50 

140  The  House  of  Seven  Gables.    60  60 

141  The  Boy  Emigrants— Brooksl  25  90 

142  Jean  Valjean— Wiltse 90  90 

143  Seraph,  the  Little  Violinist . .  1  50  1  00 

144  The  American  Indian— Prof. 

Starr 45  45 

145  Twelve  NavalCaptains— Sea- 

well 60  50 

146  Sidelights  on  American  His- 

tory, I 75  60 

147  Those  Dale  Girls 125  85 

148  Rembrandt:  A  Collection  of 

Pictures 50  40 

149  Sidelights  on  American  His- 

tory. II-Elson 75  60 

150  Cuore,  The  Heart  of  a  Boy— 

DeAmicis 60  50 

151  Making  of  Illinois— Mather.    50  50 

152  Story  of  Collette 150  80 

153  Millet— Estelle  M.Hurll....    50  40 

154  Story  of  the  Middle  Ages- 

Harding 60  55 

155  Discovery  of  the  Old  North- 

west—Baldwin     60  60 

156  Scudder's  Life  of  Washing- 

ton     40  40 

157  Story  of  Ab— Waterloo  1  50  95 

158  Treasure  Island— Stevenson    75  45 

159  Hero  Tales  from  American 

History— Pres.  Roosevelt. .  1  50  95 

160  The  Making  of  an  American 

-Riis 200  105 


Credit  will  be  allowed  for  the  reading  of  the  above  books. 

Any  or  all  of  the  above  books  will  be  sent  prepaid  on  receipt  of  prices  in  the  right 
hand  column. 

Address,  F.  A.  KENDALL,  Naperrille,  111. 

In  comparing  prices,  note  that  we  prepay  transportation. 


Special  Terms  to  Teachers  on  our  New  Encyclopedia. 

Hill's  Practical  Reference  Library  has  been  prepared  by  leading  educators  for 
school  work,  and  is  endorsed  by  educators  everywhere :  and  in  order  to  give  every  teach- 
er an  opportunity  of  securing  this  excellent  work,  the  following  special  terms  are  offered 
to  teachers:  $3.75  when  books  are  ordered,  and  four  monthly  payments  of  $3.00  each 
thereafter,  or  $15.00  for  cash  with  order. 


OUTUNE  MAP  OF  ILLINOIS. 


217 


TABI/E  OF  CONTENTS. 


Historical 3 

Preface 5 

To  County  Superintendents 6 

Introduction 7 

The  Plan 7 

The  School  Library 8 

Individuality  of  the  Teacher.     8 

Alternation  of  Work 8 

Counties  with  Short  Terms  of 

School 10 

Examinations  or  Written  Re- 
views   10 

Monthly,  Central,  and  Final 

Examinations 11 

Directions  for  Examinations..  13 

Records 14 

Patrons'  Day 14 

Outline  of  the  Course 15 

.Reading — First  Year 16 

SecondYear 26 

ThirdYear 31 

FourthYear 44 

FifthYear 60 

SixthYear 76 

Seventh  Year 89 

Eighth  Year 118 

Spelling— Third  Year 33 

Fourth  Year 44 

FifthYear 64 

SixthYear 76 

Orthography — Seventh  Year....  91 

Eighth  Year 118 

Language  —  First  and  Second 

Years 22 

ThirdYear 36 

FourthYear 46 

FifthYear 66 

SixthYear 78 

Grammar — Seventh  Year 93 

EignthYear 120 

Number— First  Year 22 

Second  Year 27 

ThirdYear 40 

Arithmetic — Fourth  Year 47 

FifthYear 70 

SixthYear 81 

Seventh  Year 99 

Eighth  Year 124 


Writing— First  Year 25 

Second  and  Third  Years 30 

Fourth,  Fifth  and  Sixth  Years  51 

Seventh  and  Eighth  Years....  103 

Physiology — 1st  and  2d  Years..  25 

Third  and  Fourth  Years 43 

Fifth  and  Sixth  Years 72 

Seventh  and  Eighth  Years...  104 

Geography — Fourth  Year 54 

FifthYear 73 

Seventh  Year 106 

Eighth  Year 128 

U.  S.  History— Sixth  Year 84 

Seventh  Year 109 

Eighth  Year 130 

Civics 137 

Vocal  Music , 142 

Drawing — First   Year 150 

Second  Year 156 

Morals  and    Manners 161 

First  Year 162 

Second  Year 164 

Agriculture 166 

Vacation  Work 178 

Household  Arts 181 

High   School  Courses 184 

High   Schools    Having    One 

Teacher 184 

High   Schools  Having    Two 

Teachers 187 

High  Schools  Having  Three 

Teachers 188 

Outline  of  Subjects 189 

English 190 

Latin 194 

Physiography 194 

History 195 

Physics 195 

Apparatus 197 

Zoology 198 

Botany 199 

Algebra 201 

Geometry 201 

Higher  Course 202 

Books  for  School  Libraries 204 

Teachers'  Reading  Circle 210 

Pupils'  Reading  Circle 214 

Map  of  Illinois 217 


PUBLISHER'S  ANNOUNCEMENT. 


BIOGRflPHIES  OF  GREflT  flMEKIGflN  flUTflORS. 


BY  THOMAS  ARKLB  CLARK, 
Professor  of  Rhetoric.  University  of  Illinois. 

This  series  consists  of  twelve  booklets  of  32  or  more  pages  each, 
5  by  7£  inches,  well  printed  in  clear,  readable  type,  on  good  grade 
of  book  paper,  and  bound  in  manila  covers. 

CONTENTS. — The  first  eighteen  to  twenty  pages  of  each  number 
are  given  to  a  biography  of  a  noted  American  author,  written  es- 
pecially for  school  use.  The  remaining  pages  consist  of  three  to  six 
of  the  most  noted  short  selections  from  the  author  whose  biography 
is  given. 

ILLUSTRATIONS. — Each  number  contains  a  picture  of  the  author 
about  3^  by  4^  inches,  also  from  two  to  five  other  appropriate  pic- 
tures; as,  birthplace,  residence,  etc. 

PRICE. — Single  copies,  10  cents,  postpaid.  In,  quantities  of  ten 
or  more  copies,  all  of  one  number  or  assorted  as  desired,  only  5  cents 
a  copy,  postpaid.  Sample  set  of  the  12  numbers  for  examination 
with  a  view  to  introduction,  50  cents  postpaid. 

NO.  1.    JOHN  GREKNUKAF  WHITTIKK. 

Contains  38  pages:  biography,  six  selections,  and  four  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  The  Frost  Spirit;  2.  The  Corn  Song;  3. 
The  Huskers;  4.  The  Ship-Builders;  5.  The  Barefoot  Boy;  6. 
Maud  Muller. 

ILLUSTRATIONS. — 1.  John  Gr.  Whittier;  2.  The  House  at  Hav- 
erhill  in  which  Snow- Bound  was  Written;  3.  Whittier 's  House  at 
Amesbury;  4.  Oak  Knoll,  Danvers,  where  Whittier  spent  his  last 
years. 

NO.  9.     WASHINGTON  IRVING. 

Contains  48  pages:  biography,  five  selections,  and  five  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  Knickerbocker  Life  in  New  York;  2.  The 
Renowned  Wouter  Van  Twiller;  3.  A  Bee-Hunt;  4.  The  Discov- 
ery of  America;  5.  The  Bobolink. 

ILLUSTRATIONS. — 1.  Washington  Irving;  2.  Sleepy  Hollow; 
3.  The  Brook  in  Sleepy  Hollow;  4.  The  Old  Mill  in  Sleepy  Hol- 
low; 5.  Sunnyside,  Irving's  Home. 


11  PUBLISHER'S  ANNOUNCEMENT. 

NO.  3.     DANIEL  WEBSTER. 

Contains  40  pages:  biography,  five  selections  and  six  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  The  Fourth  of  July;  2.  Battle  of  Bunker  Hill; 
8.  Duties  of  American  Citizens;  4.  Supposed  Speech  of  John 
Adams;  5.  Liberty  and  Union — Reply  to  Hayne. 

ILLUSTBATIONS. — 1.  Daniel  Webster;  2.  Mr.  Webster's  Birth- 
place; 3.  Dartmouth  Hall  and  the  College  Yard;  4.  Dartmouth  Hall; 
6.  The  House  in  Which  Webster  Roomed  at  College;  6.  Webster's 
House  in  Boston. 

NO.  4.     HENRY  WADSWOKTH  LONGFELLOW. 

Contains  40  pages:  biography,  six  selections,  and  seven  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  The  Village  Blacksmith;  2.  The  Skeleton  in 
Armor;  3.  The  Builders;  4.  A  Psalm  of  Life;  5.  The  Old  Clock  on 
the  Stairs;  6.  The  Goblet  of  Life. 

ILLUSTRATIONS. — 1.  Henry  W.  Longfellow;  2.  The  Birthplace 
of  Longfellow;  3.  The  Craigie  House;  4.  The  Arm  Chair  made  from 
the  Wood  of  the  Village  Blacksmith's  Chestnut  Tree;  5.  Paul  Re- 
vere's  House;  6.  The  Red  Horse  Inn,  the  Wayside  Inn  of  Long- 
fellow's Poems;  7.  The  Washington  Elm,  Cambridge. 

NO.  0.     WILLIAM  CULLEN  BRYANT. 

Contains  40  pages:  biography,  seven  selections,  and  four  illus- 
trations, as  follows: 

SELECTIONS. — 1.  Thanatopsis;  2.  Planting  of  the  Apple  Tree; 
3.  To  a  Waterfowl;  4.  Song  of  Marion's  Men;  5.  Death  of  the  Flow- 
ers; 6.  The  Song  of  the  Sower;  7.  Robert  of  Lincoln. 

ILLUSTRATIONS. — 1.  William  Oullen  Bryant;  2.  The  Old  School- 
house  on  the  Bryant  Farm;  3.  The  House  in  Which  Thanatopsis 
was  Written;  4.  The  Bryant  House  at  Oummington. 

NO.  6.     NATHANIEL  HAWTHORNE. 

Contains  40  pages:  biography,  two  selections,  and  five  illustra- 
tions, as  follows : 

SELECTIONS. — 1.  A  Rill  from  the  Town  Pump;  2.  David  Swan — 
A  Fantasy. 

ILLUSTRATIONS. — 1.  Nathaniel  Hawthorne;  2.  The  Birthplace  of 
Hawthorne;  3.  The  Manse,  Concord;  4.  The  Wayside;  6.  The  Old 
Town  Pump  at  Salem. 

No.  7.     EDGAR  ALLAN  FOB. 

Contains  32  pages;  biography,  two  selections,  and  four  illustra- 
tions, as  follows: 

SELECTIONS. — 1,  The  Raven;  2.  The  Bells. 


PUBLISHER'S  ANNOUNCEMENT.  ill 

ILLUSTRATIONS. — 1.  Edgar  Allan  Poe;  2.  The  Raven;  3.  Poe's 
Cottage  at  Fordham;  4.  Poe's  Tomb. 

No.  8.     JAMKS  FKNIMOKE  COOPER. 

Contains  31  pages;  biography,  two  selections,  and  four  illustra- 
tions, as  follows; 

SELECTIONS. — 1.  The  Prairie  on  Fire;  2.  Escape  from  a  Panther. 

ILLUSTRATIONS. — 1.  James  Fenimore  Cooper;  2.  OtsegoHall;  3. 
The  Grate  at  Otsego  Hall;  4.  Cooper's  Monument. 

NO.  9.   OLIVER  WENDELL  HOLMES. 

Contains  32  pages;  biography,  four  selections,  and  four  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  Old  Ironsides;  2.  The  Deacon's  Masterpiece,  or 
the  Wonderful  One-Hoss  Shay;  3.  The  Last  Leaf;  4.  The  Cham- 
bered Nautilus. 

ILLUSTRATIONS. — 1.  Oliver  Wendell  Holmes;  2.  Birthplace  of 
Holmes;  3.  King's  Chapel,  Boston,  Where  Holmes  Attended  Ser- 
vices; 4.  The  Surf  in  Boston  Harbor. 

No.  1O.    BENJAMIN  FRANKLIN. 

Contains  32  pages;  biography,  six  selections  and  three  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  How  Franklin  Learned  to  Write  Good  English; 

2.  The  Man  With  an  Ax  to  Grind;  3.  How  to  Make  Conversation 
More  Pleasant;  4.  The  Whistle;  5.  Poor  Richard's  Sayings;  6.  Let- 
ter from  Franklin  to  Samuel  Mather. 

ILLUSTRATIONS. — 1.  Benjamin  Franklin ;  2.  Franklin's  Birthplace; 

3.  The  Hospital  which  Franklin  Helped  to  Establish. 

No.  11.    JAMES  RUSSELL  LOWELL. 

Contains  32  pages;  biography,  four  selections,  and  three  illus- 
trations, as  follows: 

SELECTIONS. — 1.  The  Heritage;  2.  To  the  Dandelion;  3.  Rhoecus; 

4.  Quotations  from  Lowell. 

ILLUSTRATIONS. — 1.  James  Russell  Lowell;  2.  Elwood,  Lowell's 
Home;  3.  The  House  in  which  Lowell  Lived  While  at  Harvard. 

No.  19.    RALPH  WALDO  EMERSON. 

Contains  32  pages ;  biography,  four  selections  and  three  illustra- 
tions, as  follows: 

SELECTIONS. — 1.  The  Humble  Bee;  2.  Each  and  All;  3.  The 
Concord  Hymn;  4.  Friendship. 

ILLUSTRATIONS. — 1.  Ralph  Waldo  Emerson;  2.  Emerson's  House 
at  Concord;  3.  The  Manse,  Concord. 


iv  PUBLISHER'S  ANNOUNCEMENT. 

BIOGRAPHIES  OF  GREAT  ENGLISH  AUTHORS. 


NO.  1.     DANIEL  DEFOE. 

Contains  biography,  two  selections,  and  one  picture. 
SELECTIONS. — 1.  London  in  the  Plague;  2.  The  Raft  (from  Rob- 
inson Crusoe). 

ILLUSTRATION. — Picture  of  Daniel  Defoe. 

NO.  8.    JOSEPH  ADDISON. 

Contains  biography,  two  selections,  and  four  illustrations. 
SELECTIONS. — 1.  The  Ooverley  Sabbath;  2.  Will  Wimble. 
ILLUSTRATIONS. — 1.  Joseph  Addison;    2.  Salisbury  Cathedral; 
3.  Lichfield  Cathedral;  4.  Magdalen  College,  Oxford. 

NO.  8.     OUTER  GOLDSMITH. 

Contains  biography,  five  selections  and  two  illustrations. 

SELECTIONS. — 1.  Selections  from  The  Deserted  Village;  2.  The 
Hermit;  3.  Elegy  on  the  Death  of  a  Mad  Dog;  4.  Elegy  on  Madam 
Blaize;  5.  Stanzas  on  The  Taking  of  Quebec. 

ILLUSTRATIONS. — 1.  Oliver  Goldsmith;  2.  Trinity  College,  Dub- 
lin. 

NO.  4.     ROBERT  SOUTHKY. 

Contains  biography,  four  selections,  and  four  illustrations. 

SELECTIONS. — 1.  The  Well  of  St.  Keyne;  2.  The  Inchcape  Rock ; 
3.  The  Battle  of  Blenheim;  4.  The  Holly  Tree. 

ILLUSTRATIONS. — 1.  Robert  Southey;  2.  Balliol  College,  Oxford; 
3.  Greta  Hall;  4.  Southey 's  Monument,  Crosthwaite  Church,  Kes- 
wick. 

NO.  5.    WILLIAM  WORDSWORTH. 

Contains  biography,  three  selections,  and  six  illustrations. 

SELECTIONS. — 1.  To  the  Daisy;  2.  We  Are  Seven;  3.  Goody 
Blake  and  Harry  Gill. 

ILLUSTRATIONS. — 1.  William  Wordsworth;  2.  Derwentwater  and 
the  Island;  3.  St.  John's  College  Chapel,  Cambridge;  4.  Ambleside; 
6.  Wordsworth's  Seat;  6.  Wordsworth's  Grave. 

NO.  6.    ROBERT  BURNS. 

Contains  biography,  two  selections,  and  five  illustrations. 

SELECTIONS. — 1.  John  Barleycorn;  2.  The  Cotter's  Saturday 
Night. 

ILLUSTRATIONS. — 1.  Robert  Burns;  2.  Burns'  Cottage,  Ayrshire; 
3.  The  Auld  Brig  o'  Doon;  4.  Burns'  House,  Dumfries;  5.  Alloway 
Kirk,  Burial  Place  of  the  Burns  Family. 


PUBLISHER'S  ANNOUNCEMENT.  v 

NO.  7.    JOHN  KEATS. 

Contains  biography,  two  selections,  and  three  illustrations. 
SELECTIONS. — 1.  Ode  on  a  Grecian  Urn;    2.  Ode  to  a  Nightin- 
gale. 

ILLUSTBATIONS. — 1.  John  Keats;  2.  Church  of  TrinitaDe  Monti; 

3.  Piazza  Di  Spagni. 

NO.  8.     PERCY  BYSSHE  SHELLEY. 

Contains  biography,  two  selections,  and  five  illustrations. 
SELECTIONS. — 1.  The  Cloud;  2.  To  a  Skylark. 
ILLUSTRATIONS. — 1.  Percy  Bysshe  Shelley;  2.  Eton  College;  3. 
University  College,  Oxford;  4.  Lake  Geneva;  5.  Pisa. 

NO.  9.     SIR  WALTER  SCOTT. 

Contains  biography,  four  selections,  and  six  illustrations. 
SELECTIONS. — 1.  Helvellyn;  2.  Lochinvar;  3.  The  Old  Minstrel; 

4.  Love  of  Country. 

ILLUSTRATIONS. — 1.  Sir  Walter  Scott;  2.  Edinburgh  University; 
3.  Melrose  Abbey;  4.  Abbotsford;  5.  Scott's  Library,  Abbotsford; 
6.  Dryburgh  Abbey,  where  Scott  is  buried. 

NO.  1O.     CHARLES  LAMB. 

Contains  biography,  five  selections,  and  two  illustrations. 

SELECTIONS. — 1.  Dream  Children,  a  Reverie;  2.  To  Mary  Lamb; 
3.  Childhood;  4.  The  Child  Angel,  a  Dream;  5.  Selection  from  a 
Dissertation  upon  Roast  Pig. 

ILLUSTRATIONS. — 1.  Charles  Lamb;  2.  Mary  Lamb. 

NO.  11.     ALFRED  TENNYSON. 

Contains  biography,  four  selections,  and  three  illustrations.  . 

SELECTIONS. — 1.  Song  of  the  Brook;  2.  Charge  of  the  Light 
Brigade;  3.  The  New  Year;  4.  The  May  Queen. 

ILLUSTRATIONS. — 1.  Alfred  Tennyson;  2.  Trinity  College,  Cam- 
bridge; 3.  Poet's  Corner,  Westminster  Abbey. 

NO.  1%.     CHARLES  DICKENS. 

Contains  biography,  two  selections,  and  four  illustrations. 

SELECTIONS. — 1.  Death  of  Little  Nell;  2.  Bob  Cratchit's  Christ- 
mas Dinner. 

ILLUSTRATIONS. — 1,  Charles  Dickens;  2.  Poet's  Corner ;  3.  Old 
Curiosity  Shop;  4.  Gad's  Hill. 

PRICE. — Single  copy  of  any  author,  American  or  English,  10 
cents,  postpaid.  Ten  or  more  copies,  all  alike  or  assorted  as  desired, 
5  cents  a  copy,  postpaid. 

C.  M.  PARKER,  Publisher,  Taylorville,  111. 


LONGAN'S  PRIMARY  ARITHMETIC. 


A  MANUAL  FOR  TEACHERS. 


This  book  was  written  especially  for  teachers,  by  G.  B.  LON- 
GAN,  former  Principal  of  the  noted  Humboldt  School  of  Kansas 
City,  now  Assistant  Superintendent  of  Schools  of  Kansas  City. 

It  consists  of  model  lessons  with  copious  notes  and  sugges- 
tions, making  the  course  it  presents  complete  and  perfectly  intelli- 
gible and  simple.  The  bright,  progressive  teacher  will  need  no 
help. 

The  book  covers  the  first  three  years'  work.  It  contains  more 
than  forty  illustrations. 

To  understand  it  is  to  like  it  and  adopt  it. 

Children  taught  by  this  method  take  greater  interest  in  their 
work,  know  more,  and  think  better  than  when  taught  by  any  other. 

The  Laboratory  feature  forms  an  important  connecting  link 
between  outside  life  and  the  actual  class  instruction,  and  furnishes 
a  basis  in  experience  for  what  has  been  and  is  usually  attempted 
through  processes  largely  abstract  and  mechanical. 

It  leads  to  correct  and  accurate  expression,  to  clear  under- 
standing, and  to  the  fullest  measure  of  excellence  in  analysis. 


What  a  Noted  Editor  and  Educational  Lecturer  Says  ol  This  Boot 

Dr.  A.  E.  Winship,  editor  of  the  Journal  of  Education,  Boston, 
Mass.,  in  his  journal  of  May  22,  1902,  speaks  of  Longan's  Manual 
of  Primary  Arithmetic  as  follows: 

' 'The  teaching  of  arithmetic  in  the  Kansas  City  schools  has  attracted 
attention  far  and  near.  I  have  never  seen  any  results  in  number  work  more 
astonishing  in  quantity  or  quality  than  in  the  Humboldt  School  when  Mr. 
Longan  was  principal,  and  now  we  have  a  book  for  teachers  which  tells 
about  the  way  he  attained  those  results  in  the  first  three  grades. 

"One  might  almost  as  soon  attempt  to  describe  a  rainbow,  with  its  per- 
fect arrangement  of  brilliant  colors,  as  to  specify  the  way  in  which  he  shows 
teachers  of  the  first  three  grades  every  step  in  the  process  that  enabled  his 
teachers  to  attain  the  desired  ends.  It  is  the  most  elaborate  setting  forth  of 
detail  that  I  have  seen  in  any  book  on  primary  number  work  for  teachers." 

Longan's  Primary  Arithmetic  is  a  complete  manual  of  the  first  three 
years'  work  written  especially  for  teachers.  It  contains  263  pages  12  mo., 
with  more  than  forty  diagrams  and  illustrations,  substantially  bound  in 
cloth. 

Price  75  cents  Postpaid. 

How  to  secure  a  copy  free:  Send  $3.00  with  order  and  five  copies  will 
be  sent  postpaid. 

C.  M.  PARKER,  Publisher,  Taylorville,  111. 


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